异步远程教学说的理论缺陷及其对实践的困扰  

The Theoretical Deficiency of Asynchronous Distance Instruction and Its Disturbance to Practice

作　　者：蒋国珍[1] 

机构地区：[1]首都师范大学远程教育研究所

出　　处：《中国远程教育》2007年第02S期11-15,共5页Chinese Journal of Distance Education

摘　　要：“学的行为与教的行为在时空上的分离”既是远程教育概念的核心,也是异步远程教学说的基石。然而“,教与学能异步进行吗”“,异步教学,能保证质量吗”等问题一直困扰远程教育实践和理论。本文从我国远程教育实践中提出的问题出发,从经济学的视角,对异步远程教学说的一系列观点进行了剖析,指出了异步教学说存在的三点漏洞,分析了该学说给对实践带来的困扰。作者建议:要还原远程教学产品的无形本色,确立学生支持服务是远程教育之本的观念,重新认识教与学同步发生、不可分离的思想。在实践上,要把学生支持服务摆在首位;要以足够的辅导教师、辅以同步通信技术,提高教学服务的同步性;以专业化的远程教师,实现专业化的远程教学服务。It is the kernel concept of Distance Education (DE) that the behaviors of learning and instruction are separated by physical distance and time, which further becomes the footstone for the theory of asynchronous DE. However, the practice and theory of DE are always puzzled by such questions: Can the teaching and learning be put up asynchronously? Can the quality in asynchronous instruction be ensured? Based on those questions in Chinese DE, the author analyzes a serie of points in the theory of asynchronous DE, by the angle of economics. Then, three bugs in that theory are indicated, and the puzzles brought by them are analyzed as well. The author puts forward some suggestions in this paper: the essence of distance instruction products should be restored; the student supporting service should be established as the fundamentality of DE; and it should be cognized again that instruction and learning occur synchronous, not asynchronous. Lastly, three recommendations are made: the learner supporting service is to be attached importance to in practice; synchronization of instructional service can be improved by offering abundant tutors and synchronous communication technologies; professional DE service will be realized by professional distance instructors.

关 键 词：异步远程教学 远程教学过程 远程教学产品 学生支持服务 

分 类 号：G420[文化科学—课程与教学论]