本文關(guān)鍵詞：高等教育慕課市場(chǎng)的學(xué)分認(rèn)定機(jī)制　出處：《開(kāi)放教育研究》2017年02期 　論文類型：期刊論文

  更多相關(guān)文章： 高等教育慕課市場(chǎng) 慕課學(xué)分模式 慕課學(xué)分認(rèn)定策略

【摘要】：隨著課程數(shù)量和學(xué)習(xí)人數(shù)持續(xù)增長(zhǎng),慕課為高等教育發(fā)展提供了新的市場(chǎng)機(jī)遇。為慕課授予學(xué)分已成為大學(xué)應(yīng)對(duì)挑戰(zhàn)的一項(xiàng)策略。慕課的出現(xiàn)讓大學(xué)的教育功能和授予學(xué)分的功能可以相分離。大學(xué)正在分化為開(kāi)設(shè)慕課的大學(xué)和引進(jìn)慕課的大學(xué),高等教育的競(jìng)爭(zhēng)格局正在發(fā)生變化。根據(jù)課程和學(xué)分的來(lái)源,大學(xué)為慕課授予學(xué)分可分為自授學(xué)分、聯(lián)盟學(xué)分、合作學(xué)分和認(rèn)證學(xué)分四種模式。通過(guò)比較世界各國(guó)出現(xiàn)的慕課學(xué)分認(rèn)定策略,本研究發(fā)現(xiàn)高等教育市場(chǎng)環(huán)境和制度環(huán)境會(huì)影響不同學(xué)分模式下授予慕課學(xué)分產(chǎn)生的成本和收益。不同國(guó)家所處的高等教育發(fā)展階段及其目標(biāo)導(dǎo)致各國(guó)選擇了不同的慕課學(xué)分模式。美國(guó)作為高等教育強(qiáng)國(guó),其大學(xué)并不積極引進(jìn)尚處于初期發(fā)展階段的慕課課程。美國(guó)的慕課平臺(tái)與一流大學(xué)目前主要采用自授學(xué)分模式,針對(duì)準(zhǔn)備進(jìn)入大學(xué)和研究生院的學(xué)習(xí)者推出學(xué)分課程。印度作為欠發(fā)達(dá)人口大國(guó),亟需利用慕課擴(kuò)大高等教育質(zhì)量和入學(xué)機(jī)會(huì)。因此,印度政府與其國(guó)家慕課平臺(tái)采用政府主導(dǎo)的認(rèn)證學(xué)分模式,讓著名大學(xué)提供優(yōu)質(zhì)課程,并要求普通大學(xué)引進(jìn)慕課并為之授予學(xué)分。中國(guó)作為中等收入的高等教育大國(guó),需要借助慕課提升高等教育質(zhì)量。中國(guó)的慕課平臺(tái)和大學(xué)主要使用合作學(xué)分模式建立競(jìng)爭(zhēng)性課程市場(chǎng),從而更有利于推動(dòng)慕課創(chuàng)新。四種慕課學(xué)分模式各有所長(zhǎng),可視為一組政策工具,加以靈活運(yùn)用,促進(jìn)慕課市場(chǎng)的成長(zhǎng)。中國(guó)應(yīng)當(dāng)破除學(xué)分制度存在的障礙,引入自授學(xué)分和認(rèn)證學(xué)分模式激勵(lì)大學(xué)提供優(yōu)質(zhì)課程,釋放慕課提升高等教育質(zhì)量的潛力。
[Abstract]:As the number of courses and the number of students continues to grow. The Moo course provides a new market opportunity for the development of higher education. The granting of credit has become a strategy for the university to meet the challenge. The appearance of the Mumo course makes the educational function of the university and the function of granting credit can be separated from each other. It is being divided into a university offering a course of study and a university introducing a course of study. The competitive pattern of higher education is changing. According to the source of courses and credits, the credit awarded by universities can be divided into self-granting credits and coalition credits. Four modes of cooperative credit and certification credit are compared by comparing the strategies of credit recognition in different countries in the world. This study finds that the market environment and institutional environment of higher education will affect the costs and benefits of granting credits under different credit models. The stage of higher education development and its objectives in different countries lead countries to choose not to. The same credit model. The United States as a powerful country in higher education. Its universities do not actively introduce the curriculum, which is still in the initial stage of development. The main mode of self-credit is used in the Moo platform and the first-class universities in the United States. Introduction of credit courses for learners preparing to enter universities and graduate schools. As a country with an underdeveloped population, India urgently needs to expand the quality of higher education and access opportunities through the use of these courses. The Indian government and its national curriculum platform use the government-led certification credit model to allow leading universities to offer quality courses. China is a large country with middle income higher education. We need to improve the quality of higher education with the help of mousing courses. In China, the platform and universities mainly use the cooperative credit model to establish the competitive curriculum market. Thus, it is more conducive to promote the innovation. The four kinds of credit models have their own strengths, can be regarded as a set of policy tools, to be used flexibly to promote the growth of the market. China should break down the obstacles of the credit system. Self-credit and certification credit models are introduced to encourage universities to provide quality courses and release the potential of mousing courses to improve the quality of higher education.
【作者單位】： 華東師范大學(xué)教育學(xué)部教育經(jīng)濟(jì)研究所;
【基金】：全國(guó)教育科學(xué)“十二五”規(guī)劃2014年度教育部重點(diǎn)課題“慕課提升高等教育質(zhì)量的機(jī)制設(shè)計(jì)研究”(DIA140306)
【分類號(hào)】：G434
【正文快照】： 一、引言慕課為千萬(wàn)人創(chuàng)造了接受優(yōu)質(zhì)高等教育的機(jī)會(huì)。隨著課程數(shù)量和學(xué)習(xí)人數(shù)日益增加,如何為學(xué)習(xí)者提供社會(huì)認(rèn)可的學(xué)分或?qū)W位成為慕課未來(lái)發(fā)展亟需解決的關(guān)鍵問(wèn)題。慕課誕生之初,出于對(duì)課程質(zhì)量和學(xué)習(xí)效果的擔(dān)憂,多數(shù)大學(xué)對(duì)授予慕課學(xué)分態(tài)度謹(jǐn)慎,慕課平臺(tái)頒發(fā)的課程證書(shū)也未

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