CAJ | 학술논문

CTCL教育技术研究新范式的提出，是对“中国教育技术学派”创立的一种大胆追求与勇敢尝试。文中关于CTCL的基本命题是在重新审视学习的基础上提出的。考量近年来在学习领域发生的一些重大变化，我们对学习的认识基础是：学习者处在学习生态系统中心，学习是信息向知识转化的过程，学习反馈是学习系统动态平衡的前提条件。由此，CTCL范式下的基本命题由学习的要素、过程、资源、方式、价值和目标等几个主要维度构成，其研究应用围绕着基础教育、教师教育和高等教育进行了分析并例举。
CTCL교육기술연구신범식적제출，시대“중국교육기술학파”창립적일충대담추구여용감상시。문중관우CTCL적기본명제시재중신심시학습적기출상제출적。고량근년래재학습영역발생적일사중대변화，아문대학습적인식기출시：학습자처재학습생태계통중심，학습시신식향지식전화적과정，학습반궤시학습계통동태평형적전제조건。유차，CTCL범식하적기본명제유학습적요소、과정、자원、방식、개치화목표등궤개주요유도구성，기연구응용위요착기출교육、교사교육화고등교육진행료분석병례거。
CTCL, the new paradigm of educational technology research, demonstrates the educational technology community’s courage in China. Taking some changes in learning happening in recent years into consideration, we hold learners are the core of learning ecological system; learning is a process of information transformed into knowledge; learning feedback is the premise of dynamic balance of learning system. Based on the above ideas, the philosophies of CTCL with different dimensions such as factor, process, resource, method, value and target of learning are put forward based on reviewing human learning and learning technologies. At the end of the paper, three categories of CTCL application in K-12 education, teacher education and higher education are exemplified.