CAJ | 학술논문

从技术理性与教师主体性行为的角度可以看出教学设计的发展经历了规定性、权威性、参与性、使用性四个阶段。新技术时代，教学设计与技术、教师及其专业发展之间相互影响，教学设计可以促进教师专业发展。当前我国教师专业发展在理论研究方面缺乏技术视角、在发展模式上内涵发展不足，新媒体技术时代教学设计是促进教师专业发展的重要途径，教师及教育管理部门应积极推动教师专业的发展。
종기술이성여교사주체성행위적각도가이간출교학설계적발전경력료규정성、권위성、삼여성、사용성사개계단。신기술시대，교학설계여기술、교사급기전업발전지간상호영향，교학설계가이촉진교사전업발전。당전아국교사전업발전재이론연구방면결핍기술시각、재발전모식상내함발전불족，신매체기술시대교학설계시촉진교사전업발전적중요도경，교사급교육관리부문응적겁추동교사전업적발전。
As can be seen from the perspective of the technological reason and teachers 'subjectivity, the development of instruc-tional design experienced four stages include:prescription, authority, participation, usability.The new age of technology , the interac-tion between the instructional design and technology , teachers and their professional development , instructional design can contribute to the professional development of teachers .At present , the teacher professional development in our country lack of the technical perspec -tive in the aspect of theory research , lack of connotation development in development model .In new media technology era , instruction-al design is an important way to promote the professional development of teachers .Teachers and education authorities should actively promote the professional development of teachers .