学分银行研究三大元问题探讨

Learning Credit Bank Systems:Three Meta-Questions

学分银行是近年来比较热的讨论话题,但许多研究都只是从"怎么样"等应然角度对学分银行的建设进行研究,却极少对学分银行的"元"即"是什么"、"为什么"的问题展开探讨。通过逆向追问,作者试图对学分银行中"学习成果类型的分类"、"学分制与学分银行的关系"以及"学分维度"等逻辑起点问题展开研究:在学习成果类型分类中,可按认知方式、学习领域和教育层次原则进行划分;在学分制与学分银行的关系中,提出在内涵、体现的标准和面对的人群上的不同;在学分维度中,提出以时数维度、目标维度、等级维度和能力维度来测量学习成果。通过这些研究,以期为学分银行的现实建设提供可操作原则。

Learning credit bank systems have become one of the buzz words in recent years. Nevertheless,many research studies focused more on the'how'rather than the'what'and'why'about constructing learning credit bank systems. This study draws attention to such fundamental issues as the classification of learning outcomes, the relationship between learning credits and learning credit bank systems, and credit dimensions. Learning outcomes are classified according to cognitive styles, areas of study and education levels. In terms of the relationship between learning credits and learning credit bank systems, differences in connotations, standards and target groups are to be examined. As to credit dimensions,learning outcomes are to be measured according to learning hours, learning objectives, difficulty levels and abilities. These arguments are to serve as practical principles for learning credit bank systems construction.