摘要
质量是远程教育的生命,建立全面多元的远程教育质量观是保障远程教育持续健康发展的必由之路。对远程教育质量概念的全面理解应包含以下四个层次:需求满足层次、培养目标层次、质量标准层次和动态变化层次。我国远程教育目前呈现多样化、多元化的发展态势,67所远程教育试点院校在院校类型、办学层次、专业和课程设置等诸多方面都存在着差异,这就需要构建与之相适应的多元化的远程教育质量标准。远程教育和传统校园面授教育是对立统一的关系,我们应该用辩证的视角审视远程教育质量和传统教育质量的关系。
Quality is the essence of distance education. If we want to ensure the healthy development of distance education, a complete understanding of the concept of 'quality' is essential.
There are currently 67 institutes of higher learning offering distance education on a pilot basis and most of these are universities. A complete understanding of the quality of distance education should take into consideration the following areas: different demands and requirements, different levels of training objectives, different standards of quality, and the dynamic and changing nature of quality.
Distance education in China is very diverse: the 67 institutes involved encompass different types and levels with a great variety of majors and curricula. In view of this, the quality standards developed for these institutes should be flexible and capable of addressing both academic education and vocational education.
Should the quality of distance education correspond with on-campus face-to-face education? There have been two contrasting views on this question from both the theoretical and practical point of view. Some people hold the view that the quality of distance education should be identical to that of face-to-face tuition, while others believe that distance education should be distinctive, has to have its own understanding of the concept of quality. We believe that distance education and conventional face-to-face education should form a unity of opposites. In other words, a dialectical perspective ought to be employed to examine the relationship between the quality of distance education and that of conventional education.
出处
《中国远程教育》
北大核心
2003年第19期72-76,共5页
Chinese Journal of Distance Education
