Audio-visual education law refers to

Audio-visual education method refers to a form of education that uses projection, slide show, recording, video recording, broadcasting, film, television, computer and other technologies to transmit educational information and design, learn and manage this process.

The term audio-visual education appeared in China in 1930s. 1935, Zhenjiang People's Education Center of Jiangsu Province named its auditorium as "Audio-visual Teaching and Lecture Showroom", which was the earliest term used in China. During the period of 1936, when discussing the naming of film and broadcast education at that time, China educators put forward and established the term "audio-visual education". In the same year, Nanjing Ministry of Education commissioned Jinling University to hold a "training course for audio-visual educators", and this term was officially used for the first time.

Since then, the term "audio-visual education" has been gradually quoted to this day. "Audio-visual education" is a unique term in China. 1936, the term "audio-visual education" was put forward according to the name of "audio-visual education" abroad at that time, which was extended to the 1990s. The definition of "audio-visual education" is: using modern educational media and combining traditional educational media appropriately to transmit educational information, so as to achieve educational optimization.

During the Anti-Japanese War, Gansu actively adopted audio-visual education technology, divided the whole province into seven film education touring areas, and vigorously promoted audio-visual education. This definition of audio-visual education is the development of the original definition (refer to the definition given in this book 1985) and a new definition of audio-visual education. The difference between the new definition and the original definition: in the written statement, "modern educational thoughts and theories" have been added; Replace "modern educational media" with "modern educational technology".

It is clearly pointed out that modern educational thought, theory and modern educational technology are two basic elements of audio-visual education, and neither of them can achieve successful audio-visual education. The new definition of audio-visual education is put forward on the basis of summarizing the new experience and achievements of theoretical research and practice of audio-visual education in China for more than ten years, which reflects the new development of audio-visual education in China.

Comparison of audio-visual education between China and America;

The definition of audio-visual education in China includes two elements: theoretical basis and technical basis. This will promote the construction of discipline theory. The definition of educational technology in the United States raises the question of professional ethics, which is of guiding significance to the professional practice of seeking truth and stressing efficiency. This is worth learning from audio-visual education in China.

Compared with its definition of 1994, the definition proposed by AECT in 2004 adds two descriptors: the first is the word "appropriate" before "processes and resources of various technologies" and the second is the word "moral" before practice. These two descriptive words reflect a new philosophy of technology, that is, the concept of "appropriate technology" developed since the 20th century.

The difference between this concept and philosophical viewpoints such as technological determinism, technological optimism and technological pessimism lies in that it attaches importance to the influence of specific social conditions on the role of technology, rather than discussing the role of technology in isolation. The concept of appropriate technology pursues the actual effect of using technology and opposes the blind abuse of technology. The United States introduced this concept into the definition of educational technology, which raised the requirements for educational technology theory and professional ethics.

In the practice of audio-visual education in China, there are many painful lessons of pursuing form and abusing technology. Putting an end to this phenomenon is another new topic and new challenge faced by audio-visual education in China. The theory of audio-visual education should not only study how to optimize the teaching process by using information technology, but also study the negative impact of improper use of technology on the teaching process. In addition, the professional ethics of audio-visual education should become a field of theoretical research of audio-visual education and a compulsory course for audio-visual education professionals.