The Research On Educational Technology Culture

As a social activity for cultivating people,education should focus on practical activities that contribute to the expansion of people’s experience,improve thinking and training of people’s rational quality,enlighten thoughts that ignite people’s wisdom sparks,and nurture minds that enrich people’s emotional experience.Human experience,reason,wisdom and emotion have been regarded as the research domain of philosophy of technology,and in "technical" and "scientific",the researchers pay attention to it with novel perspectives and rich forms.Educational research and technical research have a strong isomorphism in human development.This dissertation studies the technical culture of education and it is based on the collision of thoughts that a comprehensive review of the issue of homology.The research tries to describe the stereoscopic research landscape composed of warp and weft.The question of metaphysics of the existence,essence,and structure of technological culture is the longitude of the study,and it is always permeated throughout the entire study,weaving on this warp.The latitude line includes both the technical and cultural foundations of education and the technical and cultural forms of education at the macro level,as well as micro-level research on the technical fear culture in teaching and the technical and cultural distinction in teaching and research.The first part(chapter 1)mainly interpret the metaphysics of the existence and nature’ of technology and technology culture deeply.By combing the philosophy of Bergson,Aristotle,and Heidegger’s philosophy of technology,he discovered that technology emerged from early ife impulses and emerged in the form of forced movements in natural vision,and then in the context of survivalism,the existence of the above-mentioned hands exists,and its evolutionary cultural landscape gradually unfolds.At the same time,the nature of technology has also been continuously revealed:in order to hold the order in the chaos,to promote the continuous evolution of human beings in the power of life impulses;to open up the disenchantment in creation,and to pull the mythical worship of human beings back to the natural questioning;the concealment and concealment after unmasking,as well as mankind’s access to the open truth field,also enveloping mankind toward the unpredictable future.On the basis of the existence and essence of articulating technology,it demonstrates that humanity’s technical coexistence and cultural coexistence make the coexistence of technology and culture fully reflected in the human node,and then discusses the existence and essence of technology culture.The existence of technological culture is precisely the continuous existence and development of technology in human development,and eventually evolved to the cultural level,and presented in a specific cultural form,with a relatively stable system of structural existence.It can be said that the technological culture is based on human coexistence,formed in the evolution of technology,and it is stable in the cultural structure.Therefore,it is also intrinsic in nature.The second part(the second and third chapters)mainly discusses the technical and cultural basis of education and the technical,and the cultural forms of education from the macro perspective.The study of the technological and cultural basis of education is to analyze the foundational existence based on technological culture and to explore why and how it becomes the cause of the generation and development of nourishing education.In the course of hundreds of millions of years of original cultural history,human beings rely on technology to shape their own human nature,and in the technical practice continue to generate technical culture.The inheritance of technological culture is an inherent requirement for the continuity of human race.Education has not only been generated and developed in this heritage,but also a special technical practice to perfect human essential attributes.The technological culture has nourished the development of education with its structural foundational existence,that is,the transformation of the form of education with technological artifacts,the modernization of education with technological rationality,the expansion of educational content with technical knowledge,and the statute of technical ethics.Of course,as the core element of technological culture,technological ethics has taken the selection,activation,and dissemination of technological artifacts,technological rationality,and technical knowledge.The technical and cultural forms of education are conceptually based on the "educational culture"and "educational technology".Essentially,they form a complex whole in a way that is interdependent and entangled,just as the DNA double helix structure engenders complete life form.It is difficult to profoundly reveal its intrinsic nature by talking in general terms about the technological culture of holistic education.In accordance with the traditional cultural dichotomy,it is divided into material culture,institutional culture and spiritual culture.It not only ignores its internal interaction and evolution,but also makes its integrity disappear.Therefore,by sorting out the evolution of categories,Hegel’s dialectical category was selected and the technical and cultural forms of education were divided into the technical form of educational culture and the cultural form of educational technology in the sense of category combination and transformation.In this way,not only the technical existence,technical nature,and technical practice of educational culture can be explored in the category of technology,but also the cultural existence,cultural essence,and cultural practice of educational technology can be explored in the context of culture.Technological culture forms a logical understanding.The third part(the fourth and five chapters)mainly studies distinction between the technology fear culture in teaching and the technical culture in teaching research from the microscopic point of view.The origin and development of the concept of "fear" contains profound technical ideas and highlights the context of technological culture.In the context of China,fear originates from the use of war tools such as deterring the enemy’s big ax or pickaxe,as well as natural phenomena such as the thunderbolt of lightning and a series of technical witchcraft cultures corresponding to it.In the Western context,the double fear of human beings for the mysterious and powerful gods and the fire only tamed with technology has become a lingering nightmare.Fear always points to the technical existence of the external world of human beings.Humans inherited the genetic genes inherited from their ancestors,which made the fear of technology sticky and precipitated new changes in the information age in the face of artificial intelligence.Education should face the fear of the human heart,let the ignorant wise,and fear the brave.The technical fear in the educational situation is specific to the teaching activities.It is the fear of teaching technology.There are paradoxes,knowledge,and operational factors in the generation of teaching technology fears,and their resolution should also follow scientific technological learning mechanisms.Technological exploration has evolved from technological practices of universal significance.It is an activity in which mankind relies on the increasing level of wisdom in technical support and reconstructs and transforms his own experience in interaction with the surrounding environment.Teaching and research as a special kind of systematic technology exploration,the resulting teaching research culture is essentially a kind of technical culture.The technical culture in teaching research does not exist in isolation,but is influenced by the social structure at all times and reflects the corresponding technological and cultural distinctions to a certain extent.It mainly includes technical cognitive divisions,technical group divisions and technical practice divisions.To integrate technical and cultural distinctions in teaching research,we need to draw on the concept of "making" that can reflect the combination of "thinking" and "doing" in engineering philosophy.Specific measures include the reconstruction of the teaching research concept,the design of teaching research mechanism,the teaching research,and project governance.