湖南学习成果认证机制的建构模式与路径选择  

The Constructive Model and Operational Path of Learning Outcomes Accreditation System in Hunan Province

作　　者：刘新国[1] 李灿军[1] 

机构地区：[1]湖南广播电视大学,湖南长沙410004

出　　处：《湖南广播电视大学学报》2018年第1期1-8,共8页Journal of Hunan Radio and Television University

基　　金：湖南社会科学成果评审委员会课题"湖南终身教育学分银行建构模式与路径选择研究"(XSP17YBZZ034);湖南省教育科学"十三五"规划课题"学分银行制度中计算机专业‘专本衔接’的技术路径研究"(XJK17CXX006)

摘　　要：建立学习成果认证机制是构建终身学习体系和学习型社会的必然要求。欧盟、美国和韩国的学习成果认证采用了三种不同的建构模式和运行系统。我国各省市的学习成果认证试点实践均采用终身教育学分银行制度模式。湖南学习成果认证可以在终身教育学分银行制度模式的基础上,确定"框架-标准-单元"的技术路径和分层分类推进的工作路径。The accreditation system of learning outcomes in Hunan province is the inevitable requirement of the establishment of learning society and lifelong learning system.There are three different institutional models and operational systems of accreditation system of learning outcomes in EU,USA and South Korea.China's various provinces and cities have used the same credit bank institutional model in their pilot practice,but the technology paths are not clear.Based on credit bank institutionalmodel,the accreditation of learning outcomes in Hunan province can use the technology path of“Framework to Norm to Unit”and the operational path of advancing by layers.

关 键 词：学习成果 认证 建构模式 技术路径 

分 类 号：G720[文化科学—成人教育学]