Educational Technology Research Paradigm In China

Paradigm regulate the researchers’ values and the angle of observing the world, thedecision of the problem, the choice of materials, the direction of abstraction, theestablishment of reasonable standards and problem solving. Educational technologyresearch paradigm provides the orientation of basic research and applied research inEducational Technology, has far-reaching impact to the development of EducationalTechnology.This paper, based on the history of the development of Educational Technology inChina, takes Kuhn ’s paradigm theory to reveal structure and means of Educationaltechnology research paradigm, analysis the two core concepts of Educationaltechnology research paradigm deeply. Then, outlines the general rules of Educationaltechnology research paradigm Shift on this basis, refines the fundamental reason inorder to clear the Educational technology research paradigm Shift. This is different fromthe traditional paradigm research. Firstly, it is well-founded, not subjective. Secondly, itis not from abnormal phenomenon to reason paradigm, avoided confusion from the thenew paradigm, which is from abnormal randomness and partial cause.In this paper, we mainly use the author co-citation research and discourse analysismethod based on Archaeological theory knowledge. The former was used to determinethe fundamental composition of the community of Educational Technology by theco-citation relationships between the authors; it can provide a scientific basis foranalyzing and forecasting the change about Educational technology research communityand paradigm shift. The latter was used to show the context of research paradigm andinternal factors research paradigm shift from the vertical and horizontal dimensions inthe way of archeology, the primary research data was the academic literature from thetwo magazine,” China Educational Technology”,”E-educational Research”, which sincefounded.The main contents and conclusions of the research, First of all, Kuhn’s paradigmtheory is a fundamental theoretical for understanding Educational technology researchparadigm, Educational technology research paradigm is the structure of the systemconsisting of a metaphysical level paradigm, sociological level paradigm and artificiallevel paradigm. Secondly, Educational technology research paradigm has two core concepts, Research community and Research Paradigm Shift; we analyze the structureand beliefs of Research community, and recommend improvement strategies for theproblems. The fundamental reason of Educational technology research paradigm Shift isthe change of knowledge view, and research paradigm shift in the internal and external,three kinds of performance research paradigm shift is also a necessary concern. Theinternal, external and future performance in Research Paradigm Shift should also beconcern. Finally，the Educational technology research paradigm Shift in the future is notonly full of variables but also have certain rules, the framework built by the evolution ofthe research community, the change of knowledge view and the principle ofperformance determines the generation of the nature of criticism, communication andpractice in the research paradigm.