MIT OCW项目和国家精品课程建设理念与运行机制比较  

Comparison of Construction Concept and Operating Mechanism of MIT OCW Program and China's National Excellent Courses

作　　者：唐燕儿[1] 刘召山[2] 

机构地区：[1]暨南大学华文学院 [2]暨南大学管理学院

出　　处：《现代远程教育研究》2011年第3期54-59,共6页Modern Distance Education Research

基　　金：广东省哲学社会科学规划教育学研究项目(09sjyy019)的资助

摘　　要：美国麻省理工学院开放课件(MIT OCW)和我国国家精品课程两个项目在建设理念、资源内容、运行机制等方面具有可比性。MIT OCW追求开放共享的理念,注重课程的整体设计,强调学生对课程的总体把握,学习资源和学习内容耦合度较高,运作机制完善。国家精品课程是高等教育"质量工程"推动下的政府行为,追求优质资源的开放共享,关注课程资源本身的规划,课程整体规划不足,组织耦合程度较低,运作实施模式较为复杂,技术平台数据兼容性较差,产权保障和项目评价机制不够完善。国家精品课程在后期建设过程中应该进一步拓展开放共享的理念,面向全球开放共享,优化课程内容质量,发挥名师名教示范作用,加强高校间以及高校与社会组织之间的合作,建立灵活高效的运行机制。MIT OCW and China＇s National Excellent Courses have some comparability in aspects of construction concept,resource content and operating mechanism.MIT OCW follows the ＂open and sharable＂ concept,emphasizes holistic course design and learners＇ holistic understanding.Its recourses and learning contents are highly coupled and it has a sound operating mechanism.China＇s National Excellent Course program is a government behavior under the Higher Education Quality Program,and it aims at the opening and sharing of high quality resources,emphasizes the design of course resources rather than the holistic design of the course,resource with low coupling degree,complicated operating mode,low data compatibility and imperfect copyright protection and evaluation mechanism.In it latter development,we should expand its openness to the whole world,optimize content quality,take advantage of excellent teacher＇s demonstrative function,enhance cooperation among schools as well as social organizations,and establish a more flexible and efficient operating mechanism.

关 键 词：MIT OCW 国家精品课程 建设理念 运行机制 比较分析 

分 类 号：G434[文化科学—教育学]