本文選題：遠程教育 + 遠程教育質(zhì)量保障理論　； 參考：《陜西師范大學(xué)》2016年博士論文

【摘要】：隨著現(xiàn)代信息技術(shù)的發(fā)展,遠程教育的應(yīng)用范圍越來越廣。到目前為止,我國遠程教育的發(fā)展經(jīng)歷了函授教育、廣播電視教育和網(wǎng)絡(luò)教育三種模式。它們是我國高等教育的重要組成部分,在不同時期對我國教育事業(yè)的發(fā)展起了重要作用,尤其是網(wǎng)絡(luò)教育對我國實現(xiàn)高等教育大眾化、構(gòu)建靈活開放的終身教育體系具有不可低估的作用。但是,質(zhì)量問題已經(jīng)成為威脅現(xiàn)代遠程教育可持續(xù)發(fā)展的主要因素之一。教育質(zhì)量保障并不是一個產(chǎn)品或結(jié)果,而是一個流動的持續(xù)過程。從較寬泛的意義講,教育一經(jīng)產(chǎn)生就有了某種形式的質(zhì)量保障活動。高等教育質(zhì)量保障體系分為內(nèi)部質(zhì)量保障體系與外部質(zhì)量保障體系,而內(nèi)部質(zhì)量保障體系是基礎(chǔ),外部質(zhì)量保障體系起監(jiān)控和調(diào)節(jié)作用。我國遠程教育在不同發(fā)展階段,其質(zhì)量保障活動也有不同的表現(xiàn)方式和運行機制。函授教育在我國大規(guī)模發(fā)展是在20世紀80、90年代。函授教育質(zhì)量保障實踐包括嚴格的輸入、輸出辦學(xué)模式,教育政策的規(guī)范引導(dǎo)以及教育評估監(jiān)督;其理論探討主要集中在辦學(xué)思想、教材建設(shè)、師資建設(shè)、自學(xué)與面授以及函授站管理等方面。廣播電視教育的繁榮發(fā)展是在20世紀70年代末至90年代末。廣播電視教育質(zhì)量保障實踐的舉措有“五統(tǒng)一”質(zhì)量管理模式、教育政策引導(dǎo)規(guī)范、教育評估和畢業(yè)生追蹤調(diào)查等;其理論探討主要集中在質(zhì)量保障要素的討論上,包括三要素說、四要素說、六要素說、八要素說和“五統(tǒng)一”質(zhì)量管理模式等。網(wǎng)絡(luò)教育始于1999年現(xiàn)代遠程教育工程的啟動。網(wǎng)絡(luò)教育質(zhì)量保障的實踐方式有教育政策規(guī)范引導(dǎo)、教育評估監(jiān)督、年報年檢制度、網(wǎng)絡(luò)統(tǒng)考制度、部分高校內(nèi)部質(zhì)量保障體系的構(gòu)建等;其理論探討集中體現(xiàn)在遠程教育質(zhì)量觀的討論、遠程教育質(zhì)量保障標準與要素的討論、遠程教育質(zhì)量保障策略的討論等。在這三種模式發(fā)展過程中,遠程教育質(zhì)量保障理論與實踐既有相互促進的一面,也有相互脫離的一面;明顯地表現(xiàn)出遠程教育質(zhì)量保障理論與實踐發(fā)展并非是一種簡單的線性關(guān)系,而是一種復(fù)雜的、非線性的雙向互動關(guān)系。理性地總結(jié)我國遠程教育質(zhì)量保障理論與實踐發(fā)展的互動過程,其成就集中表現(xiàn)在:實踐發(fā)展推動人們認識與觀念的深化,教育政策對實踐發(fā)展起到指引、調(diào)節(jié)與規(guī)范作用。但是,其存在問題必須予以重視,主要表現(xiàn)為:理論發(fā)展的依附性導(dǎo)致實踐的無根性,理論發(fā)展滯后導(dǎo)致實踐的盲目性,實踐發(fā)展遵循外生型路線,實踐主體之間力量的消解削弱了實踐效力及其向理論的轉(zhuǎn)化。導(dǎo)致這些問題的原因有:遠程教育學(xué)科基礎(chǔ)理論薄弱,遠程教育質(zhì)量保障理論研究缺乏獨立性,缺乏對國外遠程教育質(zhì)量保障理論轉(zhuǎn)化應(yīng)用程序的研究,遠程教育實踐的行政主導(dǎo)色彩濃厚,遠程教育質(zhì)量保障主體之間存在著隔閡。遠程教育質(zhì)量保障理論與實踐良性互動有利于遠程教育質(zhì)量的提升。為此,本研究初步構(gòu)建了遠程教育質(zhì)量保障理論與實踐良性互動的機制。運用系統(tǒng)論的觀點分析,遠程教育質(zhì)量保障理論與實踐構(gòu)成一個互動系統(tǒng),遠程教育質(zhì)量保障理論、遠程教育質(zhì)量保障實踐、教育中介、遠程教育質(zhì)量保障理論主體、遠程教育質(zhì)量保障實踐主體構(gòu)成系統(tǒng)要素,而系統(tǒng)功能的有效發(fā)揮依賴于系統(tǒng)各要素的固有特性及要素之間的相互配合。在這一系統(tǒng)中,遠程教育質(zhì)量保障理論的發(fā)展應(yīng)具備科學(xué)化、體系化、本土化、獨立化、時代化特征;遠程教育質(zhì)量保障實踐的發(fā)展應(yīng)走向?qū)I(yè)化、自治化、獨立化;教育中介聯(lián)結(jié)遠程教育質(zhì)量保障理論與實踐,表現(xiàn)出明顯的層次性,在國家、群體、個體層面分別是教育政策、規(guī)章制度、行為規(guī)則;遠程教育質(zhì)量保障理論主體應(yīng)提高專業(yè)素養(yǎng)、深入研究實踐、變革研究方法;遠程教育質(zhì)量保障實踐主體應(yīng)強化反思意識與能力,強化理論素養(yǎng)與思維能力,強化理論綜合應(yīng)用能力,以科學(xué)理論為指導(dǎo)形成統(tǒng)一的理念、認識、意志與行動。在此基礎(chǔ)上,遠程教育質(zhì)量保障主體之間相互理解與對話,遠程教育質(zhì)量保障理論與實踐雙向轉(zhuǎn)化,其互動系統(tǒng)運行具有整體性、有機性、結(jié)構(gòu)性、動態(tài)性特征。
[Abstract]:With the development of modern information technology, the application range of distance education is becoming more and more wide. So far, the development of distance education in China has experienced three modes of correspondence education, radio and television education and network education. They are an important part of higher education in our country, and play an important role in the development of our education in the period of different times. Especially, network education can not underestimate the realization of the popularization of higher education and the construction of a flexible and open life-long education system. However, the quality problem has become one of the main factors that threaten the sustainable development of modern distance education. The quality of education is not a product or result, but a continuous process of flow. In a broader sense, education has a certain form of quality assurance activities. The quality assurance system of higher education is divided into internal quality assurance system and external quality guarantee system, and the internal quality assurance system is the basis, and the external quality assurance system plays the role of monitoring and adjusting. The mass development of correspondence education in China is in the 80,90 years of twentieth Century. The practice of the quality assurance of correspondence education is in the twentieth Century. The practice of the quality assurance of correspondence education includes strict input, the mode of running the school, the guidance of the educational policy and the supervision of the education evaluation. The prosperity and development of radio and television education is from the end of 1970s to the end of 90s. The measures for the quality assurance practice of radio and television education are "five unified" quality management mode, education policy guidance, education evaluation and graduate tracking investigation, etc. The discussion mainly concentrates on the discussion of the elements of quality assurance, including the three elements, the four elements, the six elements, the eight elements and the "five unified" quality management. The network education began in the 1999. The practice of the quality assurance of the network education has the guidance of the standard of education policy, the supervision of education evaluation, and the year. The system of annual examination, the system of network examination and the construction of the internal quality assurance system in some colleges and universities; its theoretical discussion is mainly embodied in the discussion of the quality of distance education, the discussion on the standards and elements of the quality assurance of distance education, the discussion of the strategy of the quality assurance of distance education, etc.. In the development of these three models, the quality assurance of Distance Education The theory and practice have both mutual promotion and separate side. It is obvious that the theory and practice of the quality assurance of distance education are not a simple linear relationship, but a complicated, nonlinear two-way interaction relationship. The interaction between the theory of quality assurance and the development of the distance education in China is rational. Cheng, whose achievements are concentrated in the following aspects: the development of practice promotes the deepening of people's understanding and ideas, and the educational policy plays a guiding role in the development of practice. However, its existing problems must be paid attention to, mainly as follows: the dependence of the theoretical development leads to the no root of practice, the lag of theory development leads to the blindness of practice and practice. The reasons for these problems are as follows: the basic theory of distance education is weak, the research on the quality assurance of distance education is lack of independence, and the research on the application of the theory of the quality assurance of distance education in foreign countries is lack. There is a strong administrative dominant color in the practice of distance education. There is a gap between the subjects of the quality assurance of distance education. The good interaction between the theory and practice of the quality assurance of distance education is beneficial to the improvement of the quality of distance education. Therefore, this study has preliminarily constructed a mechanism of benign interaction between the theory and practice of the quality assurance of distance education. The theory and practice of the quality assurance of distance education constitute an interactive system, the theory of the quality assurance of distance education, the practice of the quality assurance of distance education, the educational intermediary, the theory subject of the quality assurance of distance education, the main body of the practice subject of the quality assurance of distance education, and the effective exertion of the system function depends on the various elements of the system. In this system, the development of distance education quality assurance theory should be scientific, systematic, localization, independent, and epoch - oriented; the development of distance education quality assurance practice should be professionalization, autonomy and independence; education intermediaries are connected with the theory and reality of the quality assurance of distance education. In the state, the group and the individual level, it is the education policy, the rules and regulations and the rules of conduct respectively. The main body of the distance education quality guarantee theory should improve the professional accomplishment, study the practice deeply and change the research method; the practice subject of the distance education quality guarantee should strengthen the reflection consciousness and ability, and strengthen the theoretical accomplishment and thinking. Ability, strengthening the comprehensive application ability of theory, taking the scientific theory as the guidance to form a unified concept, understanding, will and action. On this basis, the mutual understanding and dialogue between the subjects of the quality assurance of distance education, the two-way transformation of the theory and practice of the quality assurance of Distance Education, the operation of its interactio system is integral, organic, structural and dynamic. Features.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G434
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本文編號：2041729