發(fā)達(dá)國家非正規(guī)學(xué)習(xí)成果認(rèn)證及對我國的啟示
發(fā)布時(shí)間：2018-07-24 10:10
【摘要】：近年來,我國教育政策中頻頻出現(xiàn)終身學(xué)習(xí)、學(xué)習(xí)成果認(rèn)證、不同類型教育體系互相銜接等詞匯。如《國家中長期教育改革和發(fā)展規(guī)劃綱要(2010-2020)》中提出,要建立滿足不同學(xué)習(xí)者需要的學(xué)習(xí)成果認(rèn)證制度。通過承認(rèn)學(xué)習(xí)者不同類型學(xué)習(xí)成果,達(dá)成學(xué)習(xí)者終身學(xué)習(xí)和促進(jìn)各級各類教育縱向銜接、橫向溝通的目標(biāo)①。2011年的《國民經(jīng)濟(jì)和社會(huì)發(fā)展第十二個(gè)五年規(guī)劃綱要》中也指出,應(yīng)積極發(fā)展并完善繼續(xù)教育中的學(xué)習(xí)成果認(rèn)證體系,實(shí)現(xiàn)不同類型學(xué)習(xí)成果的互認(rèn)、銜接。此外,《關(guān)于加快發(fā)展繼續(xù)教育的若干意見(征求意見稿)》中進(jìn)一步明確,要構(gòu)建利于實(shí)現(xiàn)全民終身學(xué)習(xí)的繼續(xù)教育學(xué)習(xí)成果認(rèn)證體系,并在高等院校和職業(yè)技術(shù)學(xué)院之間探索建立學(xué)歷教育與非學(xué)歷繼續(xù)教育互相銜接的認(rèn)證制度,在學(xué)校教育系統(tǒng)、職業(yè)教育培訓(xùn)體系與繼續(xù)教育之間建立起互相融通的終身學(xué)習(xí)國家資格框架等。上述政策或文件中都提及到要建立繼續(xù)教育學(xué)習(xí)成果認(rèn)證制度,促進(jìn)職業(yè)教育與高等教育、學(xué)歷教育與非學(xué)歷教育等各類教育互相溝通,實(shí)現(xiàn)學(xué)習(xí)者終身學(xué)習(xí)或終身學(xué)習(xí)‘立交橋’的搭建。可見,在終身學(xué)習(xí)時(shí)代,我國己從政策上開始重視學(xué)習(xí)成果認(rèn)證。非正規(guī)學(xué)習(xí)成果認(rèn)證作為學(xué)習(xí)成果認(rèn)證的一部分,是對于學(xué)習(xí)者通過組織活動(dòng)、教育培訓(xùn)等有目的、有意識(shí)的學(xué)習(xí)活動(dòng)而獲得的技能和能力進(jìn)行認(rèn)證、評估和認(rèn)可的過程。心理學(xué)理論表明,人不僅具有終身學(xué)習(xí)的能力,還具備持續(xù)發(fā)展的能力。這告訴我們,持續(xù)不斷地學(xué)習(xí)在人一生中應(yīng)該成為可能。而非正規(guī)學(xué)習(xí)成果認(rèn)證可以使學(xué)習(xí)者在人生的任何階段都能有機(jī)會(huì)以合適的起點(diǎn)進(jìn)入學(xué)校系統(tǒng)繼續(xù)學(xué)習(xí),它要求各級各類教育之問相互融通、不同教育層次之間有效連接,這為學(xué)習(xí)者提供了終身學(xué)習(xí)機(jī)會(huì)和可持續(xù)發(fā)展的通道。本論文分為四部分。第一部分：該部分是緒論部分,主要對非正規(guī)學(xué)習(xí)成果認(rèn)證的研究背景、國內(nèi)外相關(guān)研究綜述、研究目的與意義、研究方法、思路及創(chuàng)新點(diǎn)等進(jìn)行了簡要介紹,使筆者明確了寫作思路,這是本文寫作的基礎(chǔ)。第二部分：先對非正規(guī)學(xué)習(xí)、認(rèn)證與學(xué)習(xí)成果、非正規(guī)學(xué)習(xí)成果與非正規(guī)學(xué)習(xí)成果認(rèn)證等概念進(jìn)行了界定,分析并闡述了非正規(guī)學(xué)習(xí)成果認(rèn)證的意義,這是本論文分析與論證的基礎(chǔ)。第三部分：主要介紹了美國、英國、法國、韓國等發(fā)達(dá)國家和地區(qū)非正規(guī)學(xué)習(xí)成果認(rèn)證的興起與發(fā)展,并在此基礎(chǔ)上總結(jié)出發(fā)達(dá)國家非正規(guī)學(xué)習(xí)成果認(rèn)證的共通特征,為我國順利開展非正規(guī)學(xué)習(xí)成果認(rèn)證提供借鑒。第四部分：在結(jié)合當(dāng)前我國非正規(guī)學(xué)習(xí)成果認(rèn)證的現(xiàn)狀與存在問題,同時(shí)借鑒發(fā)達(dá)國家非正規(guī)學(xué)習(xí)成果認(rèn)證的實(shí)踐經(jīng)驗(yàn)基礎(chǔ)上,從建立服務(wù)制度、提供法律法規(guī)、設(shè)立組織機(jī)構(gòu)、加強(qiáng)團(tuán)隊(duì)建設(shè)、完善體系建設(shè)、實(shí)施評價(jià)制度等六個(gè)方面指出了發(fā)達(dá)國家非正規(guī)學(xué)習(xí)成果認(rèn)證對我國的啟示。這一部分是論文的核心。
[Abstract]:In recent years, China's education policy has frequently appeared in life-long learning, learning achievement certification, and different types of educational systems connected to each other. For example, in the national medium and long term education reform and development plan (2010-2020), it is proposed to establish a certification system to meet the needs of different learners. By recognizing the different types of learning of the learners. The result is to achieve the lifelong learning of the learners and promote the longitudinal connection of all kinds of education at all levels. The goal of the Twelfth Five Year Plan of national economy and social development in.2011 is also pointed out. It is pointed out that the certification system of learning achievement in continuing education should be actively developed and perfected to realize the mutual recognition and connection of different types of learning results. In addition, a number of opinions on accelerating the development of Continuing Education (solicitation draft) are further clarified in order to establish a certification system for the achievement of a continuing education and learning achievement for the realization of the whole people's lifelong learning, and to explore the establishment of a certification system for the establishment of a link between academic education and non calendar continuing education between universities and the Career Technical College. The education system, the vocational education training system and the continuing education set up a harmonious lifelong learning national qualification framework. In the above-mentioned policies and documents, it is mentioned that it is necessary to establish a certification system for continuing education and learning achievement, promote vocational education and higher education, communicate with other kinds of education, such as academic education and non diploma education, and realize learning. In the life-long learning era, our country has begun to attach importance to the certification of learning achievement in the period of lifelong learning. As a part of the certification of learning achievement, the authentication of informal learning results is obtained for the learners to organize activities, education training and other purposes and consciously learning activities. The process of certification, evaluation and recognition of skills and abilities. Psychological theory shows that people not only have the ability to learn for life, but also have the ability to continue to develop. It tells us that continuous learning should be possible in a person's life. The non formal learning results can make the learner organically at any stage of life. It will enter the school system at a suitable starting point and continue to study. It requires the intercourse of all kinds of education at all levels and the effective connection between different levels of education. This provides the learners with a life-long learning opportunity and a channel for sustainable development. This paper is divided into four parts. Part one: this part is an introduction, mainly for informal learning. The research background of fruit certification, the review of relevant research at home and abroad, the purpose and significance of the research, the method of research, the idea and the innovation point are briefly introduced, which makes the writer clear the thinking of writing. This is the basis of this article. The second part: first of the informal learning, the certification and learning results, the informal learning achievement and the informal learning achievement. This is the basis of the analysis and demonstration of this paper. The third part mainly introduces the rise and development of the attestation of the informal learning achievement in the developed countries and regions of the United States, Britain, France, Korea and other developed countries. On this basis, it summarizes the irregular development of the developed countries. The common characteristics of the learning achievement certification will provide reference for the smooth development of the informal learning achievement certification in China. The fourth part: on the basis of the current situation and existing problems of the attestation of the informal learning results in our country, and on the basis of the practical experience of the attestation of the informal learning results in the developed countries, the service system is provided and the laws and regulations are provided. The core of the thesis is to establish the organization, strengthen the construction of the team, improve the system construction, and implement the evaluation system in six aspects.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G729.1
本文編號(hào)：2141040
[Abstract]:In recent years, China's education policy has frequently appeared in life-long learning, learning achievement certification, and different types of educational systems connected to each other. For example, in the national medium and long term education reform and development plan (2010-2020), it is proposed to establish a certification system to meet the needs of different learners. By recognizing the different types of learning of the learners. The result is to achieve the lifelong learning of the learners and promote the longitudinal connection of all kinds of education at all levels. The goal of the Twelfth Five Year Plan of national economy and social development in.2011 is also pointed out. It is pointed out that the certification system of learning achievement in continuing education should be actively developed and perfected to realize the mutual recognition and connection of different types of learning results. In addition, a number of opinions on accelerating the development of Continuing Education (solicitation draft) are further clarified in order to establish a certification system for the achievement of a continuing education and learning achievement for the realization of the whole people's lifelong learning, and to explore the establishment of a certification system for the establishment of a link between academic education and non calendar continuing education between universities and the Career Technical College. The education system, the vocational education training system and the continuing education set up a harmonious lifelong learning national qualification framework. In the above-mentioned policies and documents, it is mentioned that it is necessary to establish a certification system for continuing education and learning achievement, promote vocational education and higher education, communicate with other kinds of education, such as academic education and non diploma education, and realize learning. In the life-long learning era, our country has begun to attach importance to the certification of learning achievement in the period of lifelong learning. As a part of the certification of learning achievement, the authentication of informal learning results is obtained for the learners to organize activities, education training and other purposes and consciously learning activities. The process of certification, evaluation and recognition of skills and abilities. Psychological theory shows that people not only have the ability to learn for life, but also have the ability to continue to develop. It tells us that continuous learning should be possible in a person's life. The non formal learning results can make the learner organically at any stage of life. It will enter the school system at a suitable starting point and continue to study. It requires the intercourse of all kinds of education at all levels and the effective connection between different levels of education. This provides the learners with a life-long learning opportunity and a channel for sustainable development. This paper is divided into four parts. Part one: this part is an introduction, mainly for informal learning. The research background of fruit certification, the review of relevant research at home and abroad, the purpose and significance of the research, the method of research, the idea and the innovation point are briefly introduced, which makes the writer clear the thinking of writing. This is the basis of this article. The second part: first of the informal learning, the certification and learning results, the informal learning achievement and the informal learning achievement. This is the basis of the analysis and demonstration of this paper. The third part mainly introduces the rise and development of the attestation of the informal learning achievement in the developed countries and regions of the United States, Britain, France, Korea and other developed countries. On this basis, it summarizes the irregular development of the developed countries. The common characteristics of the learning achievement certification will provide reference for the smooth development of the informal learning achievement certification in China. The fourth part: on the basis of the current situation and existing problems of the attestation of the informal learning results in our country, and on the basis of the practical experience of the attestation of the informal learning results in the developed countries, the service system is provided and the laws and regulations are provided. The core of the thesis is to establish the organization, strengthen the construction of the team, improve the system construction, and implement the evaluation system in six aspects.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G729.1
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1 張艷紅;鐘大鵬;梁新艷;;非正式學(xué)習(xí)與非正規(guī)學(xué)習(xí)辨析[J];電化教育研究;2012年03期
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，本文編號(hào)：2141040
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