我国远程教育质量保障理论与实践互动关系研究

发布时间：2018-06-19 23:06

  本文选题：远程教育 + 远程教育质量保障理论　； 参考：《陕西师范大学》2016年博士论文

【摘要】：随着现代信息技术的发展,远程教育的应用范围越来越广。到目前为止,我国远程教育的发展经历了函授教育、广播电视教育和网络教育三种模式。它们是我国高等教育的重要组成部分,在不同时期对我国教育事业的发展起了重要作用,尤其是网络教育对我国实现高等教育大众化、构建灵活开放的终身教育体系具有不可低估的作用。但是,质量问题已经成为威胁现代远程教育可持续发展的主要因素之一。教育质量保障并不是一个产品或结果,而是一个流动的持续过程。从较宽泛的意义讲,教育一经产生就有了某种形式的质量保障活动。高等教育质量保障体系分为内部质量保障体系与外部质量保障体系,而内部质量保障体系是基础,外部质量保障体系起监控和调节作用。我国远程教育在不同发展阶段,其质量保障活动也有不同的表现方式和运行机制。函授教育在我国大规模发展是在20世纪80、90年代。函授教育质量保障实践包括严格的输入、输出办学模式,教育政策的规范引导以及教育评估监督;其理论探讨主要集中在办学思想、教材建设、师资建设、自学与面授以及函授站管理等方面。广播电视教育的繁荣发展是在20世纪70年代末至90年代末。广播电视教育质量保障实践的举措有“五统一”质量管理模式、教育政策引导规范、教育评估和毕业生追踪调查等;其理论探讨主要集中在质量保障要素的讨论上,包括三要素说、四要素说、六要素说、八要素说和“五统一”质量管理模式等。网络教育始于1999年现代远程教育工程的启动。网络教育质量保障的实践方式有教育政策规范引导、教育评估监督、年报年检制度、网络统考制度、部分高校内部质量保障体系的构建等;其理论探讨集中体现在远程教育质量观的讨论、远程教育质量保障标准与要素的讨论、远程教育质量保障策略的讨论等。在这三种模式发展过程中,远程教育质量保障理论与实践既有相互促进的一面,也有相互脱离的一面;明显地表现出远程教育质量保障理论与实践发展并非是一种简单的线性关系,而是一种复杂的、非线性的双向互动关系。理性地总结我国远程教育质量保障理论与实践发展的互动过程,其成就集中表现在:实践发展推动人们认识与观念的深化,教育政策对实践发展起到指引、调节与规范作用。但是,其存在问题必须予以重视,主要表现为:理论发展的依附性导致实践的无根性,理论发展滞后导致实践的盲目性,实践发展遵循外生型路线,实践主体之间力量的消解削弱了实践效力及其向理论的转化。导致这些问题的原因有:远程教育学科基础理论薄弱,远程教育质量保障理论研究缺乏独立性,缺乏对国外远程教育质量保障理论转化应用程序的研究,远程教育实践的行政主导色彩浓厚,远程教育质量保障主体之间存在着隔阂。远程教育质量保障理论与实践良性互动有利于远程教育质量的提升。为此,本研究初步构建了远程教育质量保障理论与实践良性互动的机制。运用系统论的观点分析,远程教育质量保障理论与实践构成一个互动系统,远程教育质量保障理论、远程教育质量保障实践、教育中介、远程教育质量保障理论主体、远程教育质量保障实践主体构成系统要素,而系统功能的有效发挥依赖于系统各要素的固有特性及要素之间的相互配合。在这一系统中,远程教育质量保障理论的发展应具备科学化、体系化、本土化、独立化、时代化特征;远程教育质量保障实践的发展应走向专业化、自治化、独立化;教育中介联结远程教育质量保障理论与实践,表现出明显的层次性,在国家、群体、个体层面分别是教育政策、规章制度、行为规则;远程教育质量保障理论主体应提高专业素养、深入研究实践、变革研究方法;远程教育质量保障实践主体应强化反思意识与能力,强化理论素养与思维能力,强化理论综合应用能力,以科学理论为指导形成统一的理念、认识、意志与行动。在此基础上,远程教育质量保障主体之间相互理解与对话,远程教育质量保障理论与实践双向转化,其互动系统运行具有整体性、有机性、结构性、动态性特征。
[Abstract]:With the development of modern information technology, the application range of distance education is becoming more and more wide. So far, the development of distance education in China has experienced three modes of correspondence education, radio and television education and network education. They are an important part of higher education in our country, and play an important role in the development of our education in the period of different times. Especially, network education can not underestimate the realization of the popularization of higher education and the construction of a flexible and open life-long education system. However, the quality problem has become one of the main factors that threaten the sustainable development of modern distance education. The quality of education is not a product or result, but a continuous process of flow. In a broader sense, education has a certain form of quality assurance activities. The quality assurance system of higher education is divided into internal quality assurance system and external quality guarantee system, and the internal quality assurance system is the basis, and the external quality assurance system plays the role of monitoring and adjusting. The mass development of correspondence education in China is in the 80,90 years of twentieth Century. The practice of the quality assurance of correspondence education is in the twentieth Century. The practice of the quality assurance of correspondence education includes strict input, the mode of running the school, the guidance of the educational policy and the supervision of the education evaluation. The prosperity and development of radio and television education is from the end of 1970s to the end of 90s. The measures for the quality assurance practice of radio and television education are "five unified" quality management mode, education policy guidance, education evaluation and graduate tracking investigation, etc. The discussion mainly concentrates on the discussion of the elements of quality assurance, including the three elements, the four elements, the six elements, the eight elements and the "five unified" quality management. The network education began in the 1999. The practice of the quality assurance of the network education has the guidance of the standard of education policy, the supervision of education evaluation, and the year. The system of annual examination, the system of network examination and the construction of the internal quality assurance system in some colleges and universities; its theoretical discussion is mainly embodied in the discussion of the quality of distance education, the discussion on the standards and elements of the quality assurance of distance education, the discussion of the strategy of the quality assurance of distance education, etc.. In the development of these three models, the quality assurance of Distance Education The theory and practice have both mutual promotion and separate side. It is obvious that the theory and practice of the quality assurance of distance education are not a simple linear relationship, but a complicated, nonlinear two-way interaction relationship. The interaction between the theory of quality assurance and the development of the distance education in China is rational. Cheng, whose achievements are concentrated in the following aspects: the development of practice promotes the deepening of people's understanding and ideas, and the educational policy plays a guiding role in the development of practice. However, its existing problems must be paid attention to, mainly as follows: the dependence of the theoretical development leads to the no root of practice, the lag of theory development leads to the blindness of practice and practice. The reasons for these problems are as follows: the basic theory of distance education is weak, the research on the quality assurance of distance education is lack of independence, and the research on the application of the theory of the quality assurance of distance education in foreign countries is lack. There is a strong administrative dominant color in the practice of distance education. There is a gap between the subjects of the quality assurance of distance education. The good interaction between the theory and practice of the quality assurance of distance education is beneficial to the improvement of the quality of distance education. Therefore, this study has preliminarily constructed a mechanism of benign interaction between the theory and practice of the quality assurance of distance education. The theory and practice of the quality assurance of distance education constitute an interactive system, the theory of the quality assurance of distance education, the practice of the quality assurance of distance education, the educational intermediary, the theory subject of the quality assurance of distance education, the main body of the practice subject of the quality assurance of distance education, and the effective exertion of the system function depends on the various elements of the system. In this system, the development of distance education quality assurance theory should be scientific, systematic, localization, independent, and epoch - oriented; the development of distance education quality assurance practice should be professionalization, autonomy and independence; education intermediaries are connected with the theory and reality of the quality assurance of distance education. In the state, the group and the individual level, it is the education policy, the rules and regulations and the rules of conduct respectively. The main body of the distance education quality guarantee theory should improve the professional accomplishment, study the practice deeply and change the research method; the practice subject of the distance education quality guarantee should strengthen the reflection consciousness and ability, and strengthen the theoretical accomplishment and thinking. Ability, strengthening the comprehensive application ability of theory, taking the scientific theory as the guidance to form a unified concept, understanding, will and action. On this basis, the mutual understanding and dialogue between the subjects of the quality assurance of distance education, the two-way transformation of the theory and practice of the quality assurance of Distance Education, the operation of its interactio system is integral, organic, structural and dynamic. Features.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G434
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本文编号：2041729