本文選題：佛羅里達(dá) + 中小學(xué)　； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：美國(guó)K-12在線(xiàn)學(xué)習(xí)在一系列新技術(shù)的影響下,新世紀(jì)以來(lái)獲得了快速發(fā)展。作為促進(jìn)學(xué)科教學(xué)與信息技術(shù)深度融合的新型教學(xué)模式,在線(xiàn)學(xué)習(xí)能夠在美國(guó)K-12階段迅速發(fā)展也得益于各支持主體的協(xié)作和參與。除了傳統(tǒng)的學(xué)校、教師、學(xué)生、家長(zhǎng)的參與,還有許多官方和非官方、盈利和非盈利的組織機(jī)構(gòu)。如開(kāi)發(fā)在線(xiàn)課程與工具的供應(yīng)商,組織在線(xiàn)學(xué)習(xí)的中間服務(wù)提供方,以及作為在線(xiàn)學(xué)習(xí)最終實(shí)施者的學(xué)校和作為監(jiān)管方的政府,還有參與到公立學(xué)校運(yùn)營(yíng)管理的許多非政府機(jī)構(gòu)。美國(guó)佛羅里達(dá)州的在線(xiàn)學(xué)習(xí)項(xiàng)目歷史悠久,在美國(guó)K-12在線(xiàn)學(xué)習(xí)良好發(fā)展的趨勢(shì)下,佛羅里達(dá)州擁有全美最大的虛擬學(xué)校,佛羅里達(dá)虛擬學(xué)校目前已經(jīng)成為全球示范性虛擬學(xué)校,吸引了來(lái)自世界各地的學(xué)生。本論文以信息化時(shí)代美國(guó)K-12在線(xiàn)學(xué)習(xí)的興起與發(fā)展為現(xiàn)實(shí)背景,以佛羅里達(dá)K-12在線(xiàn)學(xué)習(xí)為研究個(gè)案,以社會(huì)學(xué)中的結(jié)構(gòu)功能主義和管理學(xué)中的組織行為學(xué)為理論基礎(chǔ),以在線(xiàn)學(xué)習(xí)實(shí)施過(guò)程中相關(guān)主體的角色與實(shí)踐運(yùn)作為主要內(nèi)容,以提出推進(jìn)中國(guó)在線(xiàn)學(xué)習(xí)發(fā)展的政策與實(shí)踐建議為最終目標(biāo)。論文首先分析了美國(guó)佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)興起的背景與支持主體,從信息化時(shí)代美國(guó)在線(xiàn)學(xué)習(xí)的興起與發(fā)展介紹了當(dāng)前美國(guó)在線(xiàn)學(xué)習(xí)的發(fā)展情況,以及美國(guó)佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)的現(xiàn)狀。佛羅里達(dá)州是全美公認(rèn)的K-12在線(xiàn)學(xué)習(xí)的區(qū)域引領(lǐng)者,該州67個(gè)學(xué)區(qū)的K-12階段學(xué)生都可以在在線(xiàn)學(xué)校注冊(cè)學(xué)習(xí),或參加在線(xiàn)學(xué)習(xí)項(xiàng)目或課程。為推動(dòng)佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)的有序發(fā)展,該州制定了在線(xiàn)學(xué)習(xí)的機(jī)會(huì)、資金資助、質(zhì)量和學(xué)校發(fā)展等方面政策。論文主體圍繞佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)的支持主體展開(kāi),以社會(huì)學(xué)中的結(jié)構(gòu)功能主義和管理學(xué)中的組織行為學(xué)為理論基礎(chǔ),以在線(xiàn)學(xué)習(xí)實(shí)施過(guò)程中相關(guān)主體的角色與實(shí)踐運(yùn)作為主要內(nèi)容,分析了佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)得以有效運(yùn)行的支持主體,包括在線(xiàn)學(xué)習(xí)的的資源開(kāi)發(fā)者、在線(xiàn)學(xué)習(xí)的活動(dòng)組織者、在線(xiàn)學(xué)習(xí)的合作參與者、以及在線(xiàn)學(xué)習(xí)的運(yùn)行監(jiān)管者四類(lèi)在線(xiàn)學(xué)習(xí)支持主體。其中,在線(xiàn)學(xué)習(xí)的的資源開(kāi)發(fā)者包括數(shù)字化課程資源開(kāi)發(fā)商、學(xué)習(xí)平臺(tái)和工具開(kāi)發(fā)商、在線(xiàn)學(xué)習(xí)管理和信息系統(tǒng)服務(wù)提供商、在線(xiàn)教師專(zhuān)業(yè)發(fā)展的指導(dǎo)機(jī)構(gòu);在線(xiàn)學(xué)習(xí)的活動(dòng)組織者包括州虛擬學(xué)校、在線(xiàn)學(xué)習(xí)區(qū)域教育機(jī)構(gòu)、跨地區(qū)在線(xiàn)學(xué)習(xí)聯(lián)合體;在線(xiàn)學(xué)習(xí)的合作參與者主要包括各類(lèi)公私立中小學(xué)以及民間專(zhuān)業(yè)組織;而政府作為在線(xiàn)學(xué)習(xí)的運(yùn)行監(jiān)管者,主要負(fù)責(zé)出臺(tái)在線(xiàn)學(xué)習(xí)政策與標(biāo)準(zhǔn),監(jiān)管州虛擬學(xué)校、虛擬特許學(xué)校等機(jī)構(gòu)運(yùn)行,評(píng)估在線(xiàn)學(xué)習(xí)教育質(zhì)量并核算撥付教育經(jīng)費(fèi)。本研究認(rèn)為,在佛羅里達(dá)州K-12在線(xiàn)學(xué)習(xí)實(shí)施過(guò)程中,上述主體間的合作保障了在線(xiàn)學(xué)習(xí)的有效運(yùn)行。積累了如下經(jīng)驗(yàn):一是通過(guò)法律法規(guī)對(duì)在線(xiàn)學(xué)習(xí)的認(rèn)定保障了主體身份的合法性,二是市場(chǎng)化的運(yùn)作與廣泛參與保障了主體構(gòu)成的開(kāi)放性,三是創(chuàng)新的教學(xué)模式與技術(shù)工具保障了教學(xué)過(guò)程的有效性,四是暢通的主體間協(xié)調(diào)機(jī)制保障了主體運(yùn)行的協(xié)同性,五是有效的績(jī)效評(píng)估與問(wèn)責(zé)體系保障了主體職能的強(qiáng)制性,這些經(jīng)驗(yàn)對(duì)中國(guó)開(kāi)展在線(xiàn)學(xué)習(xí)具有借鑒參考價(jià)值。
[Abstract]:Under the influence of a series of new technologies, K-12 online learning in the United States has developed rapidly in the new century. As a new teaching model to promote the deep integration of subject teaching and information technology, online learning can develop rapidly in the K-12 stage in the United States and benefit from the cooperation and participation of the various supporting subjects. There are many official and unofficial, unofficial, profitable and nonprofit organizations, such as the suppliers of online courses and tools, the organization of intermediate service providers for online learning, the schools and regulators as the final implementers of online learning, and the many non political activities involved in the operation and management of public schools. The online learning program in Florida, United States, has a long history. Under the trend of good development of K-12 online learning in the United States, Florida has the largest virtual school in the United States. Florida virtual school has now become a global model virtual school, attracting students from all over the world. This paper is based on the information age. The rise and development of K-12 online learning in the United States is a realistic background, taking the online learning of Florida K-12 as a case study, taking structural functionalism in sociology and organizational behavior in management as the theoretical basis, and taking the role and practice of related subjects in the process of online learning as the main content to advance China online. The policy and practice proposal of learning development is the ultimate goal. First, the paper analyzes the background and support subjects of the rise of K-12 online learning in Florida, USA, and introduces the current development of online learning in the United States from the rise and development of online learning in the information age, as well as the status of K-12 online learning in the state of Florida, USA. Florida is a recognized regional leader in K-12 online learning in the United States. All K-12 students in 67 school districts in the state can register in online schools, or participate in online learning programs or courses. In order to promote the orderly development of K-12 online learning in Florida, the state has developed online learning opportunities, funding, quality and schools. Development and other aspects of policy. The main body of the paper is centered around the support subject of K-12 online learning in Florida. Based on the structural functionalism and organizational behavior in the sociology of sociology, the main body of the thesis is based on the role and practice of the related subjects in the process of online learning, and analyzes the online learning of K-12 in the state of the state. The acquisition of effective operational support subjects, including online learning resources developers, online learning activities organizers, online learning partners, and online learning operating supervisors four types of online learning support subjects. Among them, online learning resource developers include digital curriculum resources developers, learning platforms and Tool developers, online learning management and information system service providers, guidance institutions for online teacher professional development; online learning activities organizers include state virtual schools, online learning regional education institutions, cross regional online learning Consortium; online learning cooperation participants mainly include all kinds of public and private primary and secondary schools and folk The government, as the running supervisor of online learning, is mainly responsible for the introduction of online learning policies and standards, the supervision of the virtual schools in the state, the virtual charter schools and other institutions, the evaluation of online learning quality and the appropriation of educational funds. This study believes that the above-mentioned subjects are in the process of implementing K-12 online learning in Florida. The cooperation between them ensures the effective operation of online learning. The following experience is accumulated: first, the legitimacy of the online learning is ensured through laws and regulations, and the two is the opening of the operation and extensive participation of the market and the extensive participation, and the three is the innovative teaching mode and technical tools to ensure the effectiveness of the teaching process. The four is the unimpeded intersubjective coordination mechanism that guarantees the coordination of the main operation, and the five is the effective performance evaluation and accountability system that guarantees the mandatory function of the main body. These experiences have reference value for China to carry out online learning.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

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