关于网络教育“四学期制”的实践与研究  

From Two-Term Academic Year to Four-Term Academic Year:A Case Study of An Online Education Institution in China

作　　者：马羽安[1] 罗媚[1] 

机构地区：[1]浙江大学远程教育学院

出　　处：《中国远程教育》2009年第1期53-55,60,共4页Chinese Journal of Distance Education

摘　　要：本文在浙江大学远程教育学院有关网络教育"四学期制"改革实践的基础上,分析了"四学期制"在实施过程中出现的部分问题,归纳了其相对于传统的两学期制而存在的优点与弱点,总结了学期制度改革所取得的主要经验,并进一步提出了"四学期制"未来发展趋向的设想。In recent years, reform in dividing an academic year into four terms instead of the traditional model of two terms has been put into practice in some online education institutions in China with the aim of making better use of educational resources and improving educational quality. This article re-ports on the reform undertaken in the Online Education College, Zhejiang University. It not only ana-lyzes problems arising from the practice of the four-term academic year mechanism but also sums up its advantages over the two-term academic year practice. The new practice proved to be effective in the following aspects: meeting the needs of a quick-rhythm society, facilitating active learning, in-creasing teachers' awareness of crisis and pressure, paving the way for the adoption of credit system in the true sense and of flexible length of schooling, and improving the management capacity and service quality of local learning centers. Problems encountered are also reported in the study. For ex-ample, the new practice may bring about greater pressure to teachers and management as well as learning centers; shortening school terms may result in cutting down on teaching content; shorter terms make higher demands on learners who have job commitments because even a short break from schooling might affect the learning results significantly.

关 键 词：网络教育 四学期制 学期制度改革 

分 类 号：G420[文化科学—课程与教学论]