面向成人教育的校际联盟学分银行模型的研究与设计
发布时间：2019-05-29 09:15
【摘要】：近年来,以各种移动终端为载体的非正式学习的大量普及,“互联网教育”、“mooc”、“移动学习”等新的学习名词渐渐走进我们的生活。人们对终身教育、终身学习有了更深刻、更“自我”的理解和更迫切的需要。当今世界各国借助构建“学分银行制度”的过程逐步向终身教育体系和学习型社会迈进。建立学分互认体系,有利于促进学历教育与非学历教育的融合,有利于对学习者的非正式学习成果进行认定,有利于促进不同来源学习成果的互认与转换,对我国教育体制的改革和创新发展具有深刻意义。我国学分银行的研究和实践较晚且处于探索阶段,目前形成了以各省市的开发大学和广播电视大学为主要科研力量来探索国家级,区域级学分银行的构建。其他开展成人教育的院校和机构也纷纷开始探索区域联盟之间以及本校级学分银行制度。研究成果主要集中在理论层面的国外学分银行的翻译与启示以及我国各种级别“学分银行”的构想上,从实践操作角度上对学分认定标准和学习成果转换路径的研究相对甚少。本研究选取学分认定标准与面向成人教育的校际联盟学分银行模型这个角度作系统研究,探讨非学历教育中的证书成果与学历教育课程的转换过程。在对学分互认理论基础探讨的基础上,本文主要完成了以下工作:(1)梳理总结国外学分认定和转换的做法;(2)总结归纳三种主要的学分认定标准体系以及两种学习成果转换路径;(3)尝试建立面向成人教育的校际联盟模式的学分认定标准体系,并对一些特殊情况做了探讨;(4)以北京邮电大学网络教育学院为例,构建面向成人教育的校际联盟模式的学分银行模型,并在此模型的指导下做了实例验证。本文提出的面向成人教育的校际联盟学分银行模型,在一定程度上对我院学分银行的构建提供了理论和实践基础,也为后续研究者构建学分银行标准体系和实践操作提供一定的参考和指导,尤其为当前普通成人教育机构从实践操作层面构建学分银行模型提供一种思路。
[Abstract]:In recent years, with the popularization of informal learning based on various mobile terminals, "Internet education", "mooc", "mobile learning" and other new learning nouns have gradually entered our lives. People have a deeper, more "self" understanding and more urgent need for lifelong education and lifelong learning. Nowadays, with the help of the process of constructing credit banking system, countries all over the world are moving forward to lifelong education system and learning society step by step. The establishment of credit mutual recognition system is conducive to promoting the integration of academic and non-academic education, to the identification of learners' informal learning results, and to the mutual recognition and transformation of learning results from different sources. It is of great significance to the reform and innovation and development of China's education system. The research and practice of credit banks in China is relatively late and in the exploratory stage. At present, the development universities and radio and television universities in various provinces and cities have been formed as the main scientific research forces to explore the construction of national and regional credit banks. Other institutions and institutions that carry out adult education have also begun to explore the credit banking system among regional coalitions and at the school level. The research results mainly focus on the translation and enlightenment of foreign credit banks at the theoretical level and the conception of "credit banks" at various levels in China. From the point of view of practical operation, there are relatively few studies on the criteria of credit identification and the transformation path of learning results. This study selects the credit recognition standard and the credit bank model of inter-school alliance for adult education to make a systematic study to explore the transformation process of certificate results and academic education courses in non-academic education. On the basis of discussing the theoretical basis of credit mutual recognition, this paper mainly completes the following work: (1) combing and summarizing the methods of credit recognition and conversion in foreign countries; (2) summarize three main credit identification standard systems and two kinds of learning achievement conversion paths; (3) try to establish the credit identification standard system of the inter-school alliance model for adult education, and discuss some special situations; (4) taking the School of Network Education of Beijing University of posts and Telecommunications as an example, the credit bank model of inter-school alliance model for adult education is constructed and verified by an example under the guidance of this model. The credit bank model of inter-school alliance for adult education proposed in this paper provides a theoretical and practical basis for the construction of credit bank in our college to a certain extent. It also provides some reference and guidance for the subsequent researchers to construct the credit bank standard system and practical operation, especially for the current general adult education institutions to construct the credit bank model from the practical operation level.
【学位授予单位】：北京邮电大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G729.2
本文编号：2487820
[Abstract]:In recent years, with the popularization of informal learning based on various mobile terminals, "Internet education", "mooc", "mobile learning" and other new learning nouns have gradually entered our lives. People have a deeper, more "self" understanding and more urgent need for lifelong education and lifelong learning. Nowadays, with the help of the process of constructing credit banking system, countries all over the world are moving forward to lifelong education system and learning society step by step. The establishment of credit mutual recognition system is conducive to promoting the integration of academic and non-academic education, to the identification of learners' informal learning results, and to the mutual recognition and transformation of learning results from different sources. It is of great significance to the reform and innovation and development of China's education system. The research and practice of credit banks in China is relatively late and in the exploratory stage. At present, the development universities and radio and television universities in various provinces and cities have been formed as the main scientific research forces to explore the construction of national and regional credit banks. Other institutions and institutions that carry out adult education have also begun to explore the credit banking system among regional coalitions and at the school level. The research results mainly focus on the translation and enlightenment of foreign credit banks at the theoretical level and the conception of "credit banks" at various levels in China. From the point of view of practical operation, there are relatively few studies on the criteria of credit identification and the transformation path of learning results. This study selects the credit recognition standard and the credit bank model of inter-school alliance for adult education to make a systematic study to explore the transformation process of certificate results and academic education courses in non-academic education. On the basis of discussing the theoretical basis of credit mutual recognition, this paper mainly completes the following work: (1) combing and summarizing the methods of credit recognition and conversion in foreign countries; (2) summarize three main credit identification standard systems and two kinds of learning achievement conversion paths; (3) try to establish the credit identification standard system of the inter-school alliance model for adult education, and discuss some special situations; (4) taking the School of Network Education of Beijing University of posts and Telecommunications as an example, the credit bank model of inter-school alliance model for adult education is constructed and verified by an example under the guidance of this model. The credit bank model of inter-school alliance for adult education proposed in this paper provides a theoretical and practical basis for the construction of credit bank in our college to a certain extent. It also provides some reference and guidance for the subsequent researchers to construct the credit bank standard system and practical operation, especially for the current general adult education institutions to construct the credit bank model from the practical operation level.
【学位授予单位】：北京邮电大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G729.2
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