摘要
构建继续教育"立交桥",是我国继续教育体制机制创新的必然选择和当务之急。继续教育"立交桥"的主体框架由本质内涵、组织形式、学习方式以及学习成果等四个不同维度共同构成。鉴于此,要构建继续教育"立交桥",必须建立资历架构体系,实施教育回流制度,实现不同本质内涵的继续教育之间的有效沟通;构筑翻转课堂组织,建设虚拟学习社区,实现不同组织形式的继续教育之间的一体化衔接;采取混合式学习方式,开展跨界学习活动,实现不同学习方式的继续教育之间的真正融合;建立过往资历认证机制,实行个人学习积分卡制度,实现不同学习成果的继续教育之间的相互认证。
At present, the construction of continuing education ＂overpass＂ is an inevitable choice of system and mechanism innovation of continuing education in China. Overall framework of continuing education ＂overpass＂ includes four parts： essential connotation, organization form, learning way and learning outcomes. To build continuing education ＂overpass＂, we must implement effective communication of different essential connotations of continuing education by establishing the qualification framework system and implementing the recuirent education system; implement integral continuity of different organization forms of continuing ＇education by constructing the flipped classroom organization and developing the virtual learning community; implement true fusion of different learning ways of continuing education by adopting the blended learning mode and carrying out the boundary-crossing learning activities; and implement mutual recognition of different learning outcomes of continuing education by building the prior learning recognition mechanism and exercising the individual learning scorecard system.
出处
《教育研究》
CSSCI
北大核心
2016年第8期125-131,共7页
Educational Research
基金
国家社会科学基金"十二五"规划2013年度教育学一般课题"学做教育家:中小学教师素质转变的实证研究"(课题批准号:BLA130102)的阶段性研究成果
关键词
继续教育
“立交桥”
沟通
衔接
融合
互认
continuing education, ＂overpass＂, communication, continuity, fusion, recognition
作者简介
柳士彬，曲阜师范大学教育科学学院副院长、教授，博士（山东曲阜273165）
