本文選題：成人教育 + 供給側(cè)�。� 參考：《繼續(xù)教育研究》2017年10期

【摘要】：成人教育供給側(cè)改革既是我國經(jīng)濟社會發(fā)展進入新常態(tài)之后成人教育發(fā)展的重要戰(zhàn)略轉(zhuǎn)型,也是提升成人教育服務(wù)社會功能發(fā)揮的渠道。客觀看,改革開放以來成人教育發(fā)展取得舉世矚目的成就,但隨著經(jīng)濟社會發(fā)展背景的變化以及成人教育自身發(fā)展的頹勢和困境,均要求成人教育推進供給側(cè)改革。做好成人教育供給側(cè)改革必須把握四個切入點:辦學體制機制、師資隊伍、"互聯(lián)網(wǎng)+"以及區(qū)域教育資源整合。在做好突破口的基礎(chǔ)上,從優(yōu)化成人教育的專業(yè)設(shè)置,構(gòu)建開放式辦學模式,保證成人教育產(chǎn)品多樣化以及改革成人教育評價體系來推進其供給側(cè)改革。
[Abstract]:The supply-side reform of adult education is not only an important strategic transformation of the development of adult education after China's economic and social development enters the new normal, but also a channel to enhance the social function of adult education. Since the reform and opening up, adult education has made remarkable achievements, but with the change of the background of economic and social development, as well as the decline and predicament of adult education itself, adult education is required to promote supply-side reform. To do well in the supply-side reform of adult education, we must grasp four entry points: system and mechanism of running a school, teaching staff, "Internet" and the integration of regional educational resources. On the basis of making a breakthrough, we should optimize the professional setting of adult education, construct an open mode of running a school, guarantee the diversification of adult education products and reform the evaluation system of adult education to promote its supply-side reform.
【作者單位】： 西昌學院教師教育學院;
【基金】：四川省哲學社會科學重點研究基地彝研中心項目“MOOCS視野下涼山彝族學生自主學習模式探究”(編號:YZWH1529)的階段性成果
【分類號】：G729.2

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