教育技术作为一门相对新兴的,与快速发展的信息科技密切相关的学科,其内涵与外延始终处于动态的界定过程之中。而近几年来,随着教育技术领域理论研究的深入,特别是实践进程的跨越式发展,一场关于学科“范式”及“范式转换”的讨论正被逐渐导向深入。所谓范式,是一套被普遍接受的信念、理论或世界观,此术语由科学哲学家托马斯·库恩在《科学革命的结构》一书中提出。于教育而言,有教育范式和教育技术范式两个研究范畴,而范式 Educational technology, as a relatively new discipline closely related to the rapid development of information technology, has its connotation and extension constantly in a dynamic process of definition. In recent years, with the deepening of the theoretical research in the field of educational technology, especially the leaps and bounds in the practice process, a discussion on the subject “paradigm” and “paradigm shift” is gradually being conducted. The so-called paradigm is a set of universally accepted beliefs, theories or worldviews put forward by the philosopher of science Thomas Kuhn in The Structure of Scientific Revolution. In terms of education, there are two research paradigms of education paradigm and educational technology paradigm, and the paradigm