本文選題：臺(tái)灣高等教育 + 區(qū)域教學(xué)資源中心��； 參考：《山東師范大學(xué)》2016年碩士論文

【摘要】：隨著我國(guó)高等教育規(guī)模的迅速擴(kuò)張,我國(guó)高等教育迎來(lái)了巨大的挑戰(zhàn)。如何打破高校之間的“院墻束縛”,建立教學(xué)資源中心,推動(dòng)校際之間的交流與合作,實(shí)現(xiàn)高校間教學(xué)資源的合理配置與綜合利用,將有限的教育資源交互使用,實(shí)現(xiàn)高校之間的優(yōu)勢(shì)互補(bǔ),成為信息時(shí)代各高校提高教學(xué)質(zhì)量、促進(jìn)高等教育事業(yè)可持續(xù)發(fā)展的重要問(wèn)題解決思路。本研究采用文獻(xiàn)研究法,案例研究法,訪談研究法和比較研究法等方法作為主要研究方法。第一章分析我國(guó)進(jìn)行區(qū)域教學(xué)資源中心建設(shè)的背景和動(dòng)因,梳理國(guó)內(nèi)外區(qū)域教學(xué)資源中心的研究資料,并以此為基礎(chǔ)對(duì)相關(guān)概念進(jìn)行界定。簡(jiǎn)要闡述區(qū)域教學(xué)資源中心建設(shè)研究的發(fā)展現(xiàn)狀、研究意義、研究?jī)?nèi)容、研究方法等;第二章對(duì)本研究所依托的理論基礎(chǔ)進(jìn)行概述;在論文的第三章,筆者選取大陸地區(qū)和臺(tái)灣地區(qū)區(qū)域教學(xué)資源中心建設(shè)的典型案例——行知聯(lián)盟與北二區(qū)區(qū)域教學(xué)資源中心,從功能定位、運(yùn)作機(jī)制、服務(wù)內(nèi)涵、考評(píng)機(jī)制等四個(gè)比較維度對(duì)二者進(jìn)行比較研究,并通過(guò)比較研究,總結(jié)出大陸區(qū)域教學(xué)資源中心功能定位不明確,聯(lián)盟制度不完善,合作內(nèi)容不深入,考評(píng)機(jī)制缺失等一系列的不足;第四章通過(guò)對(duì)二者的比較研究,總結(jié)出臺(tái)灣區(qū)域教學(xué)資源中心對(duì)我國(guó)區(qū)域教學(xué)資源中心建設(shè)的啟示,并在此基礎(chǔ)上提出對(duì)我國(guó)精品資源共享課建設(shè)的建議:第一、堅(jiān)持特色發(fā)展,增強(qiáng)教學(xué)資源共享意識(shí)。第二、制定、簽署聯(lián)盟合作章程。第三、建立公平的利益分配機(jī)制。第四、建設(shè)和維護(hù)統(tǒng)一的信息交流平臺(tái)。第五、建立完善的內(nèi)部監(jiān)督與評(píng)估制度;第五章對(duì)全文進(jìn)行歸納性總結(jié),提出本研究的不足之處,因?yàn)樗x取研究對(duì)象的局限性和搜集的研究資料的不完全,所作出的結(jié)論難免有所欠缺,提出進(jìn)一步要解決的問(wèn)題及未來(lái)的研究方向。
[Abstract]:With the rapid expansion of China's higher education scale, China's higher education has ushered in a huge challenge. How to break the shackles between colleges and universities, establish the teaching resource center, promote the communication and cooperation between colleges and universities, realize the rational allocation and comprehensive utilization of teaching resources among colleges and universities, and use the limited educational resources interactively. To realize the complementary advantages between colleges and universities has become an important way to solve the problems of improving the teaching quality and promoting the sustainable development of higher education in the information age. This research adopts literature research, case study, interview research and comparative research as the main research methods. The first chapter analyzes the background and motivation of the construction of the regional teaching resource center in China, combs the research materials of the regional teaching resource center at home and abroad, and defines the relevant concepts on this basis. A brief description of the development of regional teaching resource center research status, research significance, research content, research methods and so on; chapter two summarizes the theoretical basis of this research; in the third chapter of the paper, The author chooses the typical case of the construction of the regional teaching resource center in the mainland and Taiwan areas-the Xingzhi Alliance and the Northern two regions Regional Teaching Resource Center, from the function orientation, the operation mechanism, the service connotation, Through the comparative study of four comparative dimensions, the author concludes that the function of the teaching resource center in mainland China is not clear, the alliance system is not perfect, and the content of cooperation is not deep. The fourth chapter summarizes the enlightenment of the Taiwan Regional Teaching Resource Center to the construction of China's Regional Teaching Resource Center through a comparative study of the two. On this basis, the author puts forward some suggestions on the construction of high-quality resource sharing courses in China: first, insist on the characteristic development and strengthen the sharing consciousness of teaching resources. Second, formulate and sign the articles of association cooperation. Third, the establishment of a fair benefit distribution mechanism. Fourth, the construction and maintenance of a unified information exchange platform. Fifth, establish a perfect internal supervision and evaluation system. Chapter five summarizes the full text, and points out the shortcomings of this study, because of the limitations of the selected research object and the incomplete research data collected. The conclusions are inevitably deficient, and further problems to be solved and future research directions are proposed.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G642

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本文編號(hào)：1950449