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本文是教育部“中央电大人才培养模式改革和开放教育试点”总结性评估带来思考的最后一部分。在前两部分剖析开放教育本体意涵、拓展培养模式深层改革之后,在此又进一步探求了远程开放教育应有的质量观、质量文化及其质量标准框架。在论述教育性作为远程开放教育质量评价的内核,过程性才是远程开放教育质量评价重心的基础上,围绕质量认证、质量评估和质量评审在远程开放教育质量评价过程中的功能定位及其相关作用的发挥,进而提出了远程开放教育质量的评价观和多元评价方式及选择方略。
This article is the final part of the thinking of the Ministry of Education about the “CCTV Pilot Reform of Talents Cultivation and Open Education Pilot Program.” In the first two parts of the analysis of the meaning of open education ontology, to expand the reform of the training mode, then further explore the distance and distance education should have the quality concept, quality of culture and its quality standards framework. On the basis of discussing the education as the kernel of the quality evaluation of distance and open education and the process nature being the center of quality evaluation of distance and open education, the functional orientation and its correlation in the process of quality evaluation of distance and distance education are centered around the quality certification, quality assessment and quality assessment Play the role of play, and then put forward the quality of open and distance education evaluation concept and multiple evaluation methods and options.