| The technology in education in our country was named as the audio-visual education before the1980s. The cultivation of professional talents of audio-visual education begins in1936, which has a history of nearly80years. It was run at specialized college level at that time, and later it extended to undergraduate majors in1948, but failed to continue down.In1983, approved by the Ministry of Education, the first four-year undergraduate audio-visual education was founded at South China Normal University. In1986, the Office of Academic Degrees of the State Council approved Beijing Normal University, South China Normal University and Hebei University to be the "Educational Technology Master’s Degree Authorization Centers", Beijing Normal University to be the "Educational Technology Doctor’s Degree Authorization Center", which formed complete talents training system from the specialized college students and undergraduates to the masters and doctors.With growing demand for educational technology talents, the undergraduate educational technology major, set up by colleges and universities, has increased dramatically in the domestic. By2010, there are232colleges have set up such major in total. However different universities set up different curriculum and the abilities of students are various, so there must be some problems, for example, positioning is not clear, settings is unreasonable and so on. Therefore, it is very necessary to analysis the change of undergraduate course system, to summarize experience and lesson from the evolution of the discipline connotation, and to find problems and put forward the suggestions from the perspective of the history.The purpose of this thesis is to study the undergraduate curriculum of the audio-visual education (educational technology) systematically, to contrast the social demand for educational technology talents and the structure of personal ability, to analysis the features of the curriculum system in different periods and the cultivation of professional training, to summarize characteristics of demands for talents in audio-visual education and technology in education, to put forward effective Suggestions. The conclusion in this thesis has important theoretical significance and practical application value in the development of educational technology professional.This thesis collects more than30papers including the educational technology professional courses and research of course system,144undergraduate teaching plans or curriculum programs, finally determine audio-visual education curriculum plans from14normal universities and1language university though selection, the technology education professional undergraduate curriculum plans from16normal universities,8general universities and2language colleges,15representative curriculum plans from1990to1990of Inner Mongolia Normal University’s also be settledThis study was analyzed by classification and comparison from the horizontal and vertical aspects of the curriculum system. The horizontal aspect refers to the compare study of the course system in different types, different colleges at the same time; the vertical aspect refers to the compare study of the status of development in one school in chronological order, for instance, a comparative study of the23years audio-visual education (educational technology) curriculum system in Inner Mongolia normal university from1990to2012.This study finally gets the following conclusions by course classifying, data analysis, look for and settle the problems from the samples:As a whole, the audio-visual education (educational technology) undergraduate course system follows and timely adjustments the evolution of the subject connotation, to make sure the students can adapt to the development of the society after graduation, which is the basic experience for the development of this professional.The course structure of educational technology has following problems according to the development of history.1. Some courses are obtuse and cannot keep up with times of new technology.2. A couple of specialties focus on new tech too much rather than inner characteristic and requirement to themselves. This may confuse the essence of educational technology and computer science.3. Some subjects are not in a fixed position and look like a little bit amateur. The quality of these subjects may be easily affected by teachers’background. When subject organizers leave, the whole system may change a lot, even be canceled.4. Lack of specification. Although course committee has already released relative standard policies, they were not followed strictly5. Quite a lot of course frameworks were downloaded from Internet and modified by related officials. Obviously no strict design or tests were carried out.Suggestions are put forward aimed at the problems Involved above.1. As an emerging subject, educational technology professional is in continuous development and improvement. Every professional should pay full attention to the evolution of the discipline theory system, analyze the change of the subject connotation in different historical periods, adjust the curriculum timely, arrange knowledge and ability structure to students which is be suited to professional development and requirement of society;2.According to professional standards and the positioning of their colleges, to establish the professional curriculum system through the strict instructional design and demonstration. Here including social demand, the advantages and disadvantages of this professional, and the understanding and positioning from other related professionals;3.Techno logy in education is a large area involved all aspects of using technology to solve the education teaching. Therefore, it is not realistic to become a all-round talents educational technology undergraduate students in a four-year.so we hoped that the professional can determine the cultivation of direction refer to the corresponding specification and existing research results, set different curriculum system to cultivate applicable educational technology professionals. |
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