摘要
课程设计与开发一直是我国继续教育中的重要环节,直接影响了人才培养的导向和质量。为了更全面地了解我国当前课程设计与开发现状,对全国1?885所高校继续教育质量报告进行了评分,并对评分结果进行了层次性和地域性分析,发现当前我国继续教育:①在教学设计上缺少整体性规划;②缺少学习者参与的、以评价和分析为导向的教学评价制度,教育服务意识不够充分;③在线课程已经得到普及,不同层次的高校在线课程建设方式和发展水平差异较大,长期稳定的更新和维护机制还有待完善;④课程设立与审核相关体系较为完备,但多方需求调研还有待完善;⑤教育督导和管理体系较为完备。在现状调查结果的基础之上,研究从课程工业化改革、在线课程共建共享机制和产教融合三个方面提出了相关建议,为当前继续教育的发展提供参考。
Curriculum design and development has always been an important part in continuing education,which directly affects the orientation and quality of talent development.In order to understand the current situation of curriculum design and development in China continuing education more comprehensively,this study scored reports of 1 885 colleges and universities and conducted a hierarchical and regional analysis.It is found that current status of continuing education in China is as follows:(1) There is a lack of holistic planning in the teaching design and development;(2) There is a lack of analysis-oriented learner satisfaction survey;(3) Online course resources have been initially built,but varies with school levels,and there is a lack of long-term stable update and maintenance mechanism.(4) The system of curriculum establishment and review has been built,but multi-party demand research needs to be completed;(5) Education supervision and management system are relatively complete.Based on the current situation,this study puts forward relevant suggestions from three aspects:curriculum industrialization reform,online curriculum construction and sharing mechanism and integration of production and education,in expecting to provide reference for the continuing education improvement.
作者
熊潞颖
徐鹏飞
XIONG Luying;XU Pengfei(Research Centre of Distance Education,Beijing Normal University,Beijing 100875,China;School of Artificial Intelligence,Beijing Normal University,Beijing 100875,China)
出处
《开放学习研究》
2019年第6期30-37,共8页
Journal of Open Learning
基金
教育部“全国高校继续教育发展年度报告”项目(项目编号:311800001)的系列研究成果之一
关键词
继续教育
课程设计与开发
质量保证
文本挖掘
continuing education
curriculum design and development
quality assurance
text mining
