摘要
我国开放课程建设经历了初步探索、发展壮大、创新研究三个阶段的发展历程,其课程形态主要有精品课程、精品视频公开课和精品资源共享课三种。目前我国开放课程建设已经取得了一定的成就,社会效益和影响也在逐步扩大。但是由于受技术理性的支配、对信息的"传-受"误解、规范性与功用性的博弈、有效网络传播机制的匮乏、利益相关者收益不均等原因,我国开放课程建设仍然存在诸多非理性的问题。在新一轮的开放课程建设中,我国教育部门应该进行理性规划,明确服务面向,调整评价机制,完善推送服务,均衡利益相关者的收益,使得优质教育资源真正促进学习者的学习。
The open course construction in China has experienced the three stages of preliminary exploration,expansive growth and innovative research.And there are three main forms of courses：hi-quality courses,hi-quality open video courses and hi-quality resource-sharing courses.By now the construction has made certain achievements,and its social benefit and influence are also gradually expanding.But due to the domination of technical rationality,the misunderstanding of information communication,the gaming of standardization and functionality,the lack of effective network transmission mechanism and the inequality of stakeholders profit distribution,many irrational problems still remain.In the new round of open course construction,the education administrations in China should make rational plans,clarify service orientation,adjust the evaluation mechanism,perfect the push service and balance stakeholders benefit,so that the hi-quality education resources can really promote learners＇ learning.
出处
《现代远程教育研究》
CSSCI
2013年第3期78-83,共6页
Modern Distance Education Research
基金
2012年教育部人文社会科学研究青年基金项目“信息传播视角下国家精品课程建设与发展研究”(12YJC880101)
2012年国家社会科学基金教育学一般课题“西部少数民族基础教育信息化资源应用策略与绩效研究”(BCA120022)
关键词
开放课程
精品课程
形态变化
建设策略
实践反思
Open Courses
Hi-Quality Courses
Form Classification
Construction Strategy
Practical Reflection
