博洛尼亚进程的瑞典大学灵活教育发展模式  

On Flexible Education of Sweden Universities in Bologna Process

作　　者：赵硕[1,2] 

机构地区：[1]西北工业大学人文与经法学院,副教授陕西西安710072 [2]复旦大学,博士后上海200433

出　　处：《中国高教研究》2012年第12期60-64,共5页China Higher Education Research

基　　金：2011年教育部人文社会科学研究规划基金项目"博洛尼亚进程的瑞典大学教育新思维发展模式"(项目批准号:11YJAZH126);2010年西北工业大学人文社科与管理振兴基金研究项目"高校英语专业研究生学术发展研究"(项目批准号:RW201009)的研究成果

摘　　要：实施博洛尼亚进程以来,瑞典大学灵活教育发展模式颇具特点。瑞典大学的灵活教育模式涵盖了以攻读学位为目的国际化灵活教育和基于自主学习的灵活教育。在这一过程中瑞典建立了灵活学习中心和大学网络联盟两个灵活学习机构对灵活教育进行管理,以此服务于终身学习体系的构建,而基于灵活教育的终身学习体系的构建离不开个人学习帐户的支持。借鉴瑞典高校经验,为了促进我国灵活教育的发展,我国高校可尝试构建高校人才逆向供应链、实行灵活多变的学分体系、建立高校个人学习账户、推行大学网络联盟模式,同时加强高校教学与科研的国际化语境。Since the implementation of Bologna process, the development model of flexible education in Swedish universities has characteristics. It covers two modes which are called international flexible education and autonomous learning education. In this process Swedish government established flexible learning center and university network alliance for the purpose of flexible education management so as to serve the construction of lifelong learning system. Based on the flexible education Swedish lifelong learning system is constructed by the support of personal learning account. In order to promote flexible education in China we may refer to Swedish university experience. Specifically the reverse supply chain management of university talents will be constructed in Chinese universities, in addition a flexible credit system and individual learning account need to be established in the implementation of university network alliance mode. At last Chinese universities have to pay attention to the international context in teaching and scientific research field.

关 键 词：博洛尼亚进程 瑞典大学 灵活教育 发展模式 

分 类 号：G649.532[文化科学—高等教育学]