美国K-12在线学习的运行机制与质量保障

发布时间：2018-06-02 14:51

本文选题：K-在线学习 + 运行机制　；参考：《现代远程教育研究》2017年05期

【摘要】：现代信息技术的快速发展将在线学习引入到传统学校教育中。美国K-12在线学习主要以项目方式开展,拥有多种类型与存在形式,汇聚形成一个多元化体系。学生主要集中在基础教育高段且学习原因多样。尽管不同类型在线学习的项目学科分布存在差异,但核心课程一直是在线学习登记课程的主要部分。美国K-12在线学习涉及多个主体,包括开发在线课程与学习工具的供应商,组织在线学习的中间服务提供方,以及作为在线学习最终实施者的学校和作为监管方的政府,基本实现了各主体的协同运行。美国K-12在线学习初步建立起质量保障与监管体系:联邦和州制定了明确在线学习合法地位与认证标准的政策,强化了在线学习课程资源与平台建设等基础保障,通过游戏化设计、实时测试与个性化指导、学习社区建立、线下互动等方式优化了学习过程保障,以及进一步明确了在线教师任职资格与发展要求等师资保障和强调各方责任与绩效拨款的评估保障。
[Abstract]:With the rapid development of modern information technology, online learning is introduced into traditional school education. Us K-12 online learning is mainly carried out in a project-based manner. It has many types and forms of existence and converges to form a diversified system. Students are mainly concentrated in the high level of basic education and study for various reasons. Although the subject distribution of different types of online learning is different, the core curriculum has been the main part of online learning registration course. K-12 online learning in the United States involves multiple actors, including providers that develop online courses and learning tools, intermediate service providers that organize online learning, schools that are the ultimate implementers of online learning and governments that act as regulators. The cooperative operation of each main body is basically realized. In the United States, K-12 online learning has initially established a quality assurance and regulatory system: federal and state policies have made clear the legal status and certification standards of online learning, and have strengthened the basic guarantees of online learning curriculum resources and platform construction. Through game design, real-time testing and personalized guidance, learning community building, offline interaction and other ways to optimize the learning process security, Furthermore, it clarifies the qualification and development requirements of online teachers, and emphasizes the responsibility of all parties and the evaluation guarantee of performance allocation.
【作者单位】：西南大学教育学部;
【基金】：国家社科基金一般项目“西部贫困地区县级政府提升县域义务教育均衡发展治理能力的路径优化研究”(15BGL163)
【分类号】：G434

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