摘要
随着我国信息化2.0计划的实施,社会信息化、学习资源颗粒化趋势明显,然而不同层次、类型教育的学习成果却不能互认。文章在探讨目前学分互认现状的基础上,对影响学分互认的因素进行分析,并提出构建学习成果互认机制的对策建议,为满足学习者的个性化学习需求,创建学习型社会,实现终身教育目标提供参考。
With the implementation of China’s Informatization 2.0 Program, facing the dilemma of social informatization, granularization of learning resources and non-recognition of learning outcomes in different levels and types of education. This paper based on the current research background of credit mutual recognition, analyses the factors influencing credit mutual recognition, and puts forward some countermeasures and suggestions for building mutual recognition of learning outcomes, so as to offer references for meeting the needs of individualized learning,achieving the goal of lifelong education and creating a learning society.
作者
何钢
刘海明
HE Gang;LIU Hai-ming(Suzhou Polytechnic Institute of Agriculture,Suzhou Jiangsu 215008,China)
出处
《职业教育研究》
2019年第12期46-50,共5页
Vocational Education Research
基金
江苏省教改课题“高职农业类专业‘五位一体’人才培养模式研究与实践”（项目编号：2015JSJG410）
关键词
信息化
终身教育
学分互认
个性化学习
informatization
lifelong education
credit mutual recognition
individualized learning
