远程素质教育模型与模式:从理论到实践

远程素质教育的模型建构和模式建构是影响远程素质教育开展的两大命题。通过对北京广播电视大学所属30所分校、工作站和教学点的55位教职员工和9个分校13个专业的334名学习者进行问卷调查,尝试建构了从职业到学业再到职业的远程素质教育金字塔模型,该模型从塔基到塔顶依次由远程生理素质教育、远程心理素质教育、远程道德素质教育、远程思政素质教育、远程文化素质教育和远程能力素质教育6大维度构成。在此基础上,提出了从校内到校外的远程素质教育模式,该模式由知识积累素质和能力转化素质构成,前者关注人才培养模式的设计和教师水平的提高,后者重点解决教学实践和社会实践的问题。

远程素质教育:校园文化的影响与建树

校园文化是开放大学远程素质教育的重要力量,现实校园文化和媒体校园文化两个"文化维度",在环境文化、物质文化、制度文化、观念文化和行为文化这五个"文化层面",对学习者的远程素质教育产生结构性影响,并在自主学习、媒体平台、面授课堂、教学互动、合作学习等五个"文化圈"中,和通识素质教育、专业素质教育、技能素质教育、职业素质教育等四个"亚文化阈"中有所建树。

Research on the Modern Distance Education Learning Center Service Quality Factors and Framework

The modem distance education along with one new educational mode that the development of enterprise group has, it takes the modem distance education as the principal means that, imparts and studies independently through the correspondence course and other educational modes, can effectively take advantage of the educational resources. In the era of knowledge economy, the high-quality and perfect educational system is the biggest resources. But the educational quality has decided the altitude of education. But the research distance learning service enhances the student degree of satisfaction and promotion service level to have the high research value regarding the distance learning organization. Based on our country modem distance education development level, should be centered on improving the grade of service, strengthens the teaching service concept that realizes multi-resource sharing the strategic concept.