慕课有限实现教育公平的拟剧论解读

Interpretation of the Social Dramatic Theory on the Limited Realization of Educational Equity for MOOCs

慕课借助前台技术性的"舞台装置"刻画的优秀教师、精品课程资源、知识观念等平等共享的形象,以及由慕课剧场观众自由控制舞台学习的个性化演义,都指向教育结果公平。但慕课后台掩盖了平等享受教育的附加条件,以及慕课学习过程中的语言优势、先导知识储备、基础学习能力和学习时间不平等问题。慕课前台塑造的公平形象是基于慕课技术实现的优质教育资源配置均衡功能,而后台事实揭示出实现这一功能的附加前提以及慕课当前尚未解决的学习过程公平问题。慕课依凭技术的发展可以解决学习过程中语言符码、先导知识和能力等技术能够克服的公平问题,但学习群体使用慕课学习的时间序列及时间长短等社会权力支配和主体权利分配问题是当前的社会结构性不平等较难解决的。

MOOCs demonstrated excellent teachers, knowledge and concepts, quality course resources can be equally shared by means of information technology, and all audiences in MOOCs’ theater can be free to control the process of learning by the technical "stage installations" of MOOCs. So these give the audience in the theater the hope of education outcome equality. But the true reality of added conditions for studying MOOCs, and the inequality of language, preliminary knowledge, basic learning ability and learning time in the learning process of MOOCs are concealed behind the scenes. The fair image created by the front stage of MOOCs is based on the balanced allocation of high-quality educational resources realized by means of information technology for MOOCs, whereas the realities behind the scenes reveal the premise of equal allocation of high-quality educational resources and the learning process unfairness for MOOCs. MOOCs can solve such problems of learning process equity, such as language codes, leading knowledge, basic learning ability and so on, which can be overcome by technologies. However, the problem of power control and rights distribution among the subjects, such as the time series and length of MOOCs used by learning groups, cannot be solved due to the current social structural inequality.