远程教育从业人员的职业发展阶段和典型工作任务分析  

An Analysis of the Career Development Phases of Distance Education Practitioners and Their Professional Tasks

作　　者：冯晓英[1] 刘月[1] 解晶晶[1] 陈鹏宇[1] 

机构地区：[1]北京师范大学远程教育研究中心&交互媒体与远程学习实验室&首都学习型社会研究院

出　　处：《现代远程教育研究》2013年第6期85-91,共7页Modern Distance Education Research

基　　金：北京市"十二五"教育科学规划重点课题"面向成人远程学习者的远程高等教育专业培养方案开发方法与工具的研究"(AJA11173)

摘　　要：高质量的远程教育,需要一支高质量的专业队伍。然而目前我国现代远程教育的从业人员,大多数都缺少对这个领域的了解,知识和方法准备不足,严重影响了远程教育教学过程的实施和质量的提升。因此,对从业人员进行专业或在职培训已经成为这个领域越来越迫切的问题。但是什么样的培训内容和方法能够满足远程教育从业人员的需求呢?首先需要对从业人员进行工作或职业资格分析,了解其角色和能力需求。基于工作分析的思路,运用典型工作任务分析和实践专家研讨会法对我国远程教育机构有经验的从业人员进行调查和访谈发现:我国远程教育从业人员主要包含课程设计人员、学生支持人员、教师、技术人员四类关键角色,其职业发展经历入职、独立工作、项目主管、部门主管四个典型阶段。远程教育机构可以通过通用的培训课程和针对不同关键角色的培训课程,在职业发展的不同阶段,选择有针对性、适时、合理的培训课程对从业人员进行培训。同时,远程教育机构还应当采用"任务驱动式"或"基于项目学习"的教学模式开展从业人员培训,将每一个典型工作任务转化为一门任务课程或项目课程,为学习者创建真实的任务情境,从而实现真正的能力培养而不是传统的知识灌输。A high-quality professional team is essential for high-quality distance education. However, most of the distance education practitioners in China lack the knowledge of this field and necessary methods, which seriously affects the teaching process and quality improvement. Therefore, professional training or on-the-job training for practitioners has been an increasingly urgent issue in this field. However, what kind of training content and methods can meet their needs？ First of all, professional qualification analysis is needed to understand their roles and competencies. With the methods of professional task analysis and the practitioner workshop, four key roles of distance education practitioners in China are recognized, which are： instructional designer, learner supporter, instructor/ tutor, and technicians. Four typical career development phases are recognized： entry, independent work, project leader, and department director. Distance education institutions may design and select general courses and appropriate specific courses according to different key roles and career development phases. Meanwhile, ＂task-driven teaching＂ and ＂project-based Learning＂ models are suggested for the training courses so as to transform each professional task into a task course or a project course and create real-life task scenarios for learners, helping to realize ability development rather than the traditional knowledge feed.

关 键 词：远程教育 从业人员 职业发展阶段 典型工作任务 专业培训 

分 类 号：G642[文化科学—高等教育学]