CAJ | 학술논문

长久以来，学界一直以“技术应用于教育”的逻辑来阐释技术对于教育的意义，但这种技术观显然不能诠释技术（特别是信息技术）对教育存在方式的深刻变革。究其原因，将技术置于“人之外”的技术界定方式是此逻辑产生的根源。采用历史与逻辑相统一的分析方法，可以重新正确认识技术与教育及人的发展的关系。从人类学视野关注人类体内进化、社会人进化以及后人类进化的过程和结果来看，技术发展是推动人类进化的主因，这种认识从本体论上超越了技术“人之外”的界定方式；而教育哲学关于教育的本质与人的发展的论述，为阐释教育如何“使人成为人”的深刻内涵提供了认识论上的营养。以此本体论和认识论为基础，我们可以正确解读“人的技术化”与“社会的技术化”的内涵，以及合理澄清两者遭遇诟病的症结。由此我们认为，人与社会的“技术化”是一种历史与现实的必然选择，技术是教育的存在方式，从来就没有外在于教育。以此技术观为出发点，反思我国教育技术的实践，可以梳理出“修旧如旧”和“以旧换新”两种实践形式。“修旧如旧”是落后技术观在实践中的反映，只有“以旧换新”才能逐步有效推进教育信息化的进程。
장구이래，학계일직이“기술응용우교육”적라집래천석기술대우교육적의의，단저충기술관현연불능전석기술（특별시신식기술）대교육존재방식적심각변혁。구기원인，장기술치우“인지외”적기술계정방식시차라집산생적근원。채용역사여라집상통일적분석방법，가이중신정학인식기술여교육급인적발전적관계。종인류학시야관주인류체내진화、사회인진화이급후인류진화적과정화결과래간，기술발전시추동인류진화적주인，저충인식종본체론상초월료기술“인지외”적계정방식；이교육철학관우교육적본질여인적발전적논술，위천석교육여하“사인성위인”적심각내함제공료인식론상적영양。이차본체론화인식론위기출，아문가이정학해독“인적기술화”여“사회적기술화”적내함，이급합리징청량자조우후병적증결。유차아문인위，인여사회적“기술화”시일충역사여현실적필연선택，기술시교육적존재방식，종래취몰유외재우교육。이차기술관위출발점，반사아국교육기술적실천，가이소리출“수구여구”화“이구환신”량충실천형식。“수구여구”시락후기술관재실천중적반영，지유“이구환신”재능축보유효추진교육신식화적진정。
There is a commonly-accepted idea among the academic circles for a long time that ＂technology is used for education＂, but obviously this view can not interpret the profound changes of the existing mode of education caused by technology, especially the information technology. This logic originates from the definition of technology that technology is outside human being. We may understand the relationship among technology, education and the development of human being correctly by the method of unifying history and logic. Focusing on the process and result of evolution of human body, society and post-human evolution from the perspective of Anthropology, we can ＇realize that among the factors that influence the evolution of human being, the development of technology is the most important, and this view may excel the definition of technology that technology is outside human being from the perspective of ontology; then explain why education can make a person from the perspective of epistemology by drawing work from the educational philosophy; finally we can understand the technicalization of human being and society correctly based on the ontology and epistemology above. From what we stated above, we can draw the conclusion that the technicalization of human being and society is the inevitable choice of history, and as the existing mode of education, technology is never out of education. Reflecting the practice of educational technology based on this view of technology, we put forward that ＂repairing the old as the old＂ is a backward technical view reflected in practice, only ＂replacing the old by the new＂ can effectively promote the education informationization process.