浙江高校在线开放课程建设:发展脉络、内在逻辑与实践成效  

Construction of Online Open Courses in Universities of Zhejiang Province:Development Trajectory,Inherent Logic,and Practical Effectiveness

作　　者：吕长生 焦方瑞 刘永鹏 LYU Changsheng;JIAO Fangrui;LIU Yongpeng(Zhejiang Open University,Hangzhou 310012,China;Ningbo Institute of Education Sciences,Ningbo 315000,China)

机构地区：[1]浙江开放大学学分银行管理中心/浙江省高等学校在线开放课程管理中心,浙江杭州310012 [2]宁波市教育科学研究所,浙江宁波315000

出　　处：《宁波教育学院学报》2024年第6期67-72,共6页Journal of Ningbo Institute of Education

基　　金：浙江省教育科学规划2023年度一般规划课题“智慧教育视域下高校在线开放课程建设的演进逻辑与发展方向研究——基于浙江‘政策—实践’的双重分析”(2023SCG327);浙江开放大学312人才培养工程课题“生态位理论下我国开放大学发展定位研究”;“浙江开放大学312人才培养工程资助”项目。

摘　　要：通过全面收集浙江在线开放课程建设相关文献,对浙江在线开放课程建设的整体逻辑进行综合分析。分析发现:浙江在线开放课程建设在实践中形成了构建共享平台、打造精品课程、推进课程共享和重塑教学生态的发展框架,其内在逻辑表现为以教育理念解决实践发展问题、以规章制度解决体制机制问题、以共建共享解决资源汇聚使用问题、以协同教学解决育人效用问题。经过近八年建设,浙江在线开放课程在课程资源建设、高校和教师建课上取得了一定的成效。Through a comprehensive collection of literature related to the construction of open courses on Zhejiang Online,a comprehensive analysis of the overall logic of the construction of open courses on Zhejiang Online was conducted.The analysis revealed that the construction of open courses on Zhejiang Online has formed a development framework in practice,which includes building a shared platform,creating quality courses,promoting course sharing,and reshaping the teaching ecology.Its inherent logic is manifested in solving practical development problems with educational concepts,solving institutional problems with rules and regulations,solving resource aggregation and use problems with co-construction and sharing,and solving educational effectiveness problems with collaborative teaching.After nearly eight years of construction,open courses on Zhejiang Online have achieved certain results in course resource construction,university and teacher course development.

关 键 词：在线开放课程 发展框架 内在逻辑 课程建设 

分 类 号：G642[文化科学—高等教育学]