自组织理论下开放教育质量因素分析  

Analysis on the Factors of Open Education Quality Based on the Self-organizing Theory

作　　者：陈玉明[1] 

机构地区：[1]广西广播电视大学,南宁530022

出　　处：《成人教育》2016年第3期26-30,共5页Adult Education

摘　　要：国家提出要健全宽进严出的学习制度,建立继续教育学分积累与转换制度,实现不同类型学习成果的互认和衔接。但在开放教育的办学实践中,其教育质量成为学习成果认证的障碍,严重阻碍终身学习"立交桥"的构建。为了揭示影响开放教育质量的诱因,文章应用自组织理论,从宏观层面分析影响开放教育质量的四个主要因素:教育政策、法律法规、教育体制和教育资源,意在探究其相互作用的内在逻辑关系,并提出要提高开放教育的质量,必须实现四个统一:统一称谓、统一入学要求、统一教育手段和统一质量标准。Our country proposes to construct a learning system of ＂Lenient Entry and Stringent Exit＂ and to establish a system of credit accumulation and conversion in order to achieve the recognition and convergence for different types of learning outcomes. Howev- er, in the practice of open education, the quality of education itself has become an obstacle to the authentication of learning achieve- ment, which greatly hinders the building of life-long learning overpass. In order to reveal the factors that affect the quality of open edu- cation, by applying the Self-organizing Theory, this paper analyzes the four main factors that influence the quality of open education from the macro aspect, including educational policy, laws and regulations, educational system and educational resources, and explores the internal logic of them. Moreover, this paper proposes to improve the quality of open education by realizing four ＂unified＂ aspects： unified title, unified entrance requirements, unified education means and unified quality standards.

关 键 词：开放教育 教育质量 自组织理论 因素 

分 类 号：G434[文化科学—教育学]