中国远程教育理论创新之归因——以王竹立“新建构主义”为个案  

Ascribe to the Innovation of the Distance Education Theories in China——Taking Wang Zhu-li and his “New Constructivism” as a Case

作　　者：赵师红[1] 

机构地区：[1]浙江广播电视大学开放与远程教育研究院,浙江杭州310030

出　　处：《现代教育技术》2014年第3期5-11,共7页Modern Educational Technology

基　　金：浙江省教育厅科研项目"浙江开放大学职能及功用探讨"(编号:Y201224760);浙江广播电视大学2011年高层次人才科研启动项目(编号:GRJ-3)的阶段性成果;浙江广播电视大学重点课题"终身教育中的‘人才发展’说"(编号:XKT-11203)等项目的阶段性成果

摘　　要：随着互联网及现代通讯技术被广泛应用,在中国远程教育界,一些具有高度道德责任感和使命感的远程教育工作者积极探讨"李克东难题"及网络知识"碎片化"等现实问题,在互动与合作中,开展中国远程教育理论创新活动,并取得了很大的成绩。其中,王竹立创立的"新建构主义"具有一定的代表性。通过归因王竹立及其"新建构主义"案例中所反映的社会需求、人格特质与动机、认知风格与能力、多学科学术背景等,从中获得了一定的有益经验,查找有待于改进之处,对中国远程教育的理论创新具有一定的启示意义。With the wide application of the technologies of the network and modem communication, some distance educators with heavy sense of responsibilities and missions begin to discuss and solve the problems such as Li Kedong Problems, the increase of knowledge fragment, and so on. Through some communication and cooperation, step by step, innovating the theories of distance education begin to flourish, and emerge some major accomplishment. New Constructivism created by Wang Zhuli is one of the most representatives, therefore ascribe to the social needs, the personality specialities, the motives, the cognition styles, the capabilities, the academic background of multi-disciplines from the case of New Constructivism, we can get some beneficial experiments, and find out how to improve them, and we can also find out some enlightenment for innovating the theories of the distance education in China.

关 键 词：中国远程教育 理论创新 归因 

分 类 号：G40-057[文化科学—教育学原理]