“双主体学习论”与远程教育知识管理模型的建构  

The Dual-Subject Learning Theory and the Construction of Distance Education Knowledge Management Model

作　　者：李兵[1] 

机构地区：[1]广西广播电视大学科研处,南宁530023

出　　处：《成人教育》2016年第1期57-61,共5页Adult Education

基　　金：2013年度广西高校科学技术研究项目;编号为2013YB375

摘　　要："双主体学习论"把远程教育教学活动视为一种特殊的知识管理活动,并试图在重新诠释教师与学生关系的基础上,构建远程教育中教师与教师、教师与学生、学生与学生层面的知识管理模型。这一模型体现出:知识管理理论作为认识论和方法论基础;知识与方法统一;"学习力"是师生共同提高的核心所在,也是超越阶段性目标的关键所在;学习活动在知识与经验的分享、交流中变得简单而快乐。在此基础上,文章对开展远程教学、提高教学质量、建设教学管理平台和网络教学资源等提出了建设性意见。The dual-subject learning theory takes distance education teaching activity as a special management activity. Based on a new annotation to the relation of teachers and students,it tries to construct knowledge management model between teachers and teachers,teachers and students,students and students. The model reflects that： knowledge management is the basis of epistemology and methodology; knowledge and methods are unified; learning capacity is the key point for teachers and students to improve together as well as to surpass periodical goal; learning activity becomes simple and happy when the knowledge and experience are shared and exchanged. On the basis of all above,this paper presents some constructive suggestions on distance teaching,improving teaching quality,constructing teaching management platform and Internet teaching resources.

关 键 词：双主体学习论 远程教育 知识管理 学习力 

分 类 号：G720[文化科学—成人教育学]