网络课程开发的后福特主义重构  

Web-based Curriculum Development's Post-fordism Reconstruction

作　　者：钱小龙[1,2] 汪霞[1] 

机构地区：[1]南京大学教育研究院,江苏南京210093 [2]南通大学教育科学学院,江苏南通226007

出　　处：《远程教育杂志》2011年第1期73-79,共7页Journal of Distance Education

基　　金：教育部"新世纪优秀人才支持计划";教育部人文社会科学研究规划项目(08JA880035)"研究型大学文化素质教育课程实施状况研究"的研究成果

摘　　要：后福特主义是随着生产力的发展和经济的转型从福特主义脱胎而来的,它代表着一种崭新的生产理念和生产方式。网络课程开发是随着网络技术的进步和课程类型的多元化而出现的新型课程开发形式。目前,网络课程开发理念、方法和过程方面已不能满足教育发展的需求,面临着严重的福特主义危机。因此,需要以后福特主义为指导,对网络课程开发的全过程进行整体重构,依据"塔巴模式"包括目标学生定义、教学目标制定、教学内容选择、教学内容组织、教学内容表现形式、教学评价活动和课程评价与维护等多个环节,为网络课程开发模式的逐步完善和成熟,提供理论研究与实践应用的基石。Post - fordism was developed from Fordism with the progress of productivity and economic transition which represented a new production concept and mode of production. Web - based curriculum development was a new form of curriculum development with the progress of web technology and diversification of types. Currently, web - based curriculum development＇s idea, method and process already cannot satisfy the demand of education development, facing serious post - fordism crisis. Therefore, we need to carry out overall reconstruction to the whole process of web - based curriculum development with the guideline of post - fordism, the process included define target students and their needs, identify instructional objectives, select the scope of subject content, organize sequence and structure, select presentation methods and media, design assessment activities and implement formative evaluation etc, which provided theoretical research and practical application for gradual perfection and maturity of web - based curriculum development mode.

关 键 词：福特主义 后福特主义 课程开发 网络课程开发 塔巴模式 

分 类 号：G434[文化科学—教育学]