知识转型视域下中美高校网络课程发展的差异性——以价值立场和运行机制为例

The Development Differences of Web-based Courses between Chinese and American Colleges Universities from the Perspective of Knowledge Transition: Take the Value of Position and Operating Mechanism as Examples

中美高校网络课程发展的虚拟存在已是不可争论的事实,它不仅表明传统课程向虚拟课程的演化趋势,而且更反映了网络课程承载的知识形态发生的根本变化。“知识转型”的内在制度似乎足以说明中美高校网络课程发展的相似之处。然而,中美两国政府不同性质的管理机构,对“知识转型”外在制度的设计以及影响其供给能力的因素方面必然会有所差异。这种差异性较为明显地表现在价值立场和运行机制方面:在价值立场上,美国高校网络课程发展以“西方中心”主义的“知识霸权”为价值导向,中国高校网络课程发展坚持“知识开放共享”理念下的“本土开发”;在运行机制上,美国高校网络课程发展遵循“市场调节”的运行机制,中国高校网络课程发展则实施“以政府为主导”的运行机制。

It is an indisputable fact that the virtual existence of the development of Web-based courses in Chinese and American colleges and universities. It not only indicates the evolution trend of traditional courses to virtual courses, but also reflects the fundamental changes of knowledge forms carried by online courses. The internal system of "knowledge transformation" seems to be sufficient to illustrate the similarities between the development of Web-based courses in Chinese and American colleges and universities. However, the design of the external system of "knowledge transformation" and the factors affecting its supply capacity are bound to be different in the management institutions of different natures of American and American governments. This difference is more obvious in terms of value position and operating mechanism: From the value standpoint, the development of Web-based courses in American colleges and universities is guided by the "knowledge hegemony" of "western centrism", while Chinese colleges and universities adheres to the "local development" under the concept of "open and Shared knowledge". In terms of operation mechanism, the development of Web-based courses in American colleges and universities follows the "market regulation" operation mechanism, while Chinese colleges and universities implements the "government-led" operation mechanism.