摘 要 教育技术不是纯粹的、实存的事物。澄明“教育技术是什么”也就是去揭示其本体，本体论问题是从西语系词衍生出来的，系词一直是哲学中的一个重要话题，形成蔚为大观的存在论思想。本选题聚焦于教育技术是什么的那个“是”，以此出发点，阐释教育技术意涉之事质所寄居其中的存在者及其独特的存在方式。 根据现象学还原的基本规定，本研究悬置所有的可资文献中关于教育技术的定义描述，以现象学看世界的方式将教育和技术现象投射到师生生存境域，旨在让教育技术如其存在的那般显示。阐释中发现，教育技术能够以多于我们已知的方式来显现，而且也保留着更多的显象。因此本研究的话语方式不脱离人们对教育和技术的意向，不对专业语境中的观念完全抛弃，而是将其视为一种显象。行文中照常使用教育技术学的概念及其所指涉的事物，如黑板、投影、教学设计等。鉴于此，本选题与其说是教育技术哲学的理论研究，不如说是存在论技术哲学在教育技术学中的应用研究。 人是不断超越自身的存在者，也是能理解自己存在的存在者。只要尚且活着，就必定以能在的方式去“是”自己向来尚不是的某种东西。技术是人实现自身的筹划，持存于生存实践中，以上手存在的方式解蔽人的在世存在，存在的意义在于使人活得好。教育的源始价值也是为了人活得更好，时间意识和符号系统是导致教育与生活分离的最根本原因，加之过于迎合于人的当世存在，教育自身被遮蔽和异化，成为分配社会优质生存资源的手段，但教育回归生活依然是人们共同的渴望。教育技术作为教育场域的解蔽方式，可以在时间性和符号意向两个方面作出扰动，使教育回到自身，如其所是的那般存在。教育技术还承担着让存在者的存在得以开显的决定性角色，这种展示也是作为教师的此在在教育发生的那一刻的自我存在。 根据人的两种存在，本研究将教育技术分为本真存在和非本真存在。作为本真存在，技术是为了人自己活着和活得好而存在的。“教师”是作为教师的那个人的一种存在方式，教育技术的意义在于它让教师活得好，这是任何事物得以作为教育技术存在首要前提。作为教师的此在是“忙活着”的状态，为了让这种状态更为从容，技术的时间性特征开始呈现出来。技术对已是、将来和当下的压缩、设计和展开，教育技术是一种允许教师自由地装载时间的机制，以寻求取消未来作为未来的资格，遏制一个开放的和充满不确定性的未来。教育技术的悖论在于不确定性随着遏制的增强而增加，不自觉之间从技术控制的主体变成了技术控制的对象。教育技术存在的理由和意义不自觉转入非本真存在之中。非本真存在是通过他人显示自身，教育技术学领域经常以学习者之名作为行动的依据，实际上当言说学习者的那一刻，学习者已经被视为物一般的存在者，教育技术存在的意义不过一种己所欲罢了。碍于教育的现实性，教育世界有一套共有意义和规范，技术按照共有的规范在教育因缘中穿行，才能够被他人领会存在的意义，只有这样教师才能够在把本真存在的可能性转化为在这个世界上存在的现实性。 教育技术是人们行为方式对象化的存在，教育用具则是教育技术对象化之后的物化形态。教育用具在存在论上被揭示为“作为”结构，自在为现成之物，具有作为教育世界上手存在的可能。不同的用具通过自身的作为结构彼此勾联，构成了一个相互关联的用具整体，用具在不同的关联整体中才会有各自的意义。万物皆可为教育所用，任何一物又有万种教育之用。教育用具作为存在者易于成为教育技术视界的焦点物，但凡如此视域中事物整体的本来目的便容易被遮蔽。这正是海德格尔批判的停止了“从存在者迈向存在”的脚步。在教育操劳中，教育用具的实在性必须抽身隐藏起来，用具的存在是人自我构造和世界构造的方式，用具通过自身的指引结构反塑着人的做事逻辑，完成对人的自我构造和世界构造。 现代技术不断将已有技术形态集入自身汇聚成巨型集置座架，人在在世存在之前的生物性存在之始就被摆置于技术座架之中，存在者层面上人只是集置座架的一个部件，它促逼人去成为非本真存在者。海德格尔称之为“促逼人把现实当做持存物来订造，促逼把人聚集于订造之中”。教育技术存在的意义原本且始终在于让师生活得好，这个“好”必须奠基在人的生存之上，这与教育的人文情怀是一致的，只是更深刻更源始。

Abstract Educational technology is not a pure or real thing. Clarifying "what is the educational technology" is to reveal its ontology. The ontological problem is derived from copula. Copula has always been an important topic in philosophy, forming an magnificent ontological ideology system. This topic focuses on the “is” of "what educational technology is". From this point of view, it explains the existence of the educational technology and the unique existence form of it. According to the basic principles of phenomenological reduction, all definitions of educational technology are suspended, and educational and technological phenomena are projected into the realm of teachers and students in a phenomenological view, so as to showing educational technology as it was.We found educational technology can be revealed in more ways than we know, and that it retains more phase. Therefore, the discourse mode of this study does not deviate from people's intentions of education and technology, and does not completely abandon the concept in professional context, but regard it as a kind of phase. The concepts of educational technology and the things it refers to, such as blackboards, projections, instructional design, etc., are used as usual in the text.On this account, this topic is much more an application research of ontology technology philosophy in educational technology than a theoretical study of educational technology philosophy. Humans are the beings that constantly surpass themselves and are able to understand what Beingtheyare.As long as we are still alive, we must to be something that we have not always been.Technology is the realization of people's own projection, and persists in the practice. Technology uncover the existence of human beings by the way of readiness. Its significance is to make people live well.The original value of education is also to make people live better. Time consciousness and symbolic system are the most primary causes forthe separation of education and life. In addition, too much to cater to the current existence of human beings, education has been obscured and alienated and it has become a way of distributing high-quality social survival resources. However, returning to life is still a common aspiration of people.As a way of uncovering the educational field, educational technology can perturb both temporality and symbolic intentions, so that education can return to itself.Educational technology also bears the decisive role of allowing the existence of the being to be revealed. This display is also the self-existence of the teacher at the moment of education. According to the two kinds of existence of human beings, this study divides educational technology into authentic existence and non-authentic existence. As aauthentic existence, technology exists for people to live and live well.Teacher is a way of existence for that person. The significance of educational technology is that it allows teachers to live well. This is the primary prerequisite for anything to exist as an educational technology.Teacher as the dasein is in a busy state. In order to make this state more calm, the temporal characteristics of technology begin to emerge, Technology compresses, designs, and expands onwhat was, what will be, and what is. Educational technology is one mechanism that allows teachers to freely load time, in order to seek to cancel the future as a future qualification and curb an open and uncertain future.The paradox of educational technology is that uncertainty increases with the increasing of containment, and unconsciously changes from the subject of technological control to the object of technological control.The reasons and meanings of educational technology are unconsciously transferred to non-authentic existence. Non-authentic exists show itself through others. In the field of educational technology, we often use the learner-centered as the basis for action. In fact, at the moment when the learner is metioned, the learner has been regarded as the existence of the object. and the existence of educational technology. The meaning of educational technology is nothing but a desire.Due to the reality of education, the educational world has a set of meanings and norms. Technology walks through the karma of education according to the common norms, and so that it can be understood by others. Only in this way can teachers translate the possibility of authentic being to the reality that exists in this world. Educational technology is the objectification of people's behaviors. Educational tools are the materialized form after educational technology is objectified. Educational tools are revealed as "as" structure on ontology. It has become a ready-made thing and has the potential to exist as an educational world.Different tools are linked to each other through their own "as" structure, which constitutes an interconnected appliance. The appliance has their own meanings in different related wholes. Everything can be used for education. Anything can be used for any purpose in education. As an existent, educational tools are easy to become the focus of educational technology. But the original purpose of the whole thing in such a view is easily obscured. This is exactly what Heidegger criticized in the footsteps of “moving from existent to being”.In educational concern, the reality of educational tool must be hidden. The being of tool is the way of human self-construction and world structure. The appliance reverses the logic of human beings through its own guiding structure, and completes the self-construction of human beings and word structure. Modern technology continues to integrate existing technology into its own pedestal. People are placed in the technical framework at the beginning of the biological existence before being-in-the-world. At the level of the existent, the person is only a component of the pedestal, which urges people to become non-authentic existence.Heidegger called it "promoting people to make reality as a possession to create, and to force people to gather in the custom."The significance of the Being of educational technology is always and always to make teachers live well. This "well" must be based on the alive. This is consistent with the humanistic feelings of education, but it is more profound and original.