现代远程教育研究
現代遠程教育研究
현대원정교육연구
MODERN DISTANCE EDUCATION RESEARCH
2014年
5期
62-70
,共9页
现代远程教育%质量保证%政策编码%政策研究
現代遠程教育%質量保證%政策編碼%政策研究
현대원정교육%질량보증%정책편마%정책연구
Modern Distance Education%Quality Assurance%Policy Coding%Policy Research
现代远程教育试点以来，中国政府颁布了一系列政策来保障现代远程教育的质量和发展，政策成为中国现代远程教育发展的主导性因素和重要动力，推动现代远程教育的发展与变革。然而现代远程教育质量却一直备受社会质疑，政府有关部门的努力并没有达到理想的效果。运用政策编码研究方法，从政策制订本身来探寻问题是一个新的视角。通过“亚洲地区高等远程教育质量保证模式、标准和关键绩效指标”项目研究得出的现代远程教育质量要素，对1999年到2011年间的80条核心政策进行编码，分析已有政策的主要着力点和疏忽的地方：已有政策较多地关注信息与宣传、机构政策与监管、课程设计与开发等机构层面的要素；对与学生学习环节息息相关的学生支持、教与学环节提及不多；教师支持和对社会的贡献较少被提及；教与学、研究、结果与成果在2000年和2001年受到较多关注，然后关注度持续下降；对评估与评价的关注度一直不高。基于编码结果分析，对今后的现代远程教育政策制订需要有较大的调整。
現代遠程教育試點以來，中國政府頒佈瞭一繫列政策來保障現代遠程教育的質量和髮展，政策成為中國現代遠程教育髮展的主導性因素和重要動力，推動現代遠程教育的髮展與變革。然而現代遠程教育質量卻一直備受社會質疑，政府有關部門的努力併沒有達到理想的效果。運用政策編碼研究方法，從政策製訂本身來探尋問題是一箇新的視角。通過“亞洲地區高等遠程教育質量保證模式、標準和關鍵績效指標”項目研究得齣的現代遠程教育質量要素，對1999年到2011年間的80條覈心政策進行編碼，分析已有政策的主要著力點和疏忽的地方：已有政策較多地關註信息與宣傳、機構政策與鑑管、課程設計與開髮等機構層麵的要素；對與學生學習環節息息相關的學生支持、教與學環節提及不多；教師支持和對社會的貢獻較少被提及；教與學、研究、結果與成果在2000年和2001年受到較多關註，然後關註度持續下降；對評估與評價的關註度一直不高。基于編碼結果分析，對今後的現代遠程教育政策製訂需要有較大的調整。
현대원정교육시점이래，중국정부반포료일계렬정책래보장현대원정교육적질량화발전，정책성위중국현대원정교육발전적주도성인소화중요동력，추동현대원정교육적발전여변혁。연이현대원정교육질량각일직비수사회질의，정부유관부문적노력병몰유체도이상적효과。운용정책편마연구방법，종정책제정본신래탐심문제시일개신적시각。통과“아주지구고등원정교육질량보증모식、표준화관건적효지표”항목연구득출적현대원정교육질량요소，대1999년도2011년간적80조핵심정책진행편마，분석이유정책적주요착력점화소홀적지방：이유정책교다지관주신식여선전、궤구정책여감관、과정설계여개발등궤구층면적요소；대여학생학습배절식식상관적학생지지、교여학배절제급불다；교사지지화대사회적공헌교소피제급；교여학、연구、결과여성과재2000년화2001년수도교다관주，연후관주도지속하강；대평고여평개적관주도일직불고。기우편마결과분석，대금후적현대원정교육정책제정수요유교대적조정。
Since the pilot project of modern distance education started, Chinese government promulgated a series of policies to guarantee the quality of modern distance education. And policy became the leading factor in the development and reform of modern distance education in China. However, the quality of modern distance education had been queried, no matter how hard Chinese government tried. There is a new angle of view to find the problem in the existing policies with the method of policy coding and analysis. Based on the elements concluded from the project "Quality Assurance Models, Standards and Key Performance Indicators for ICT-Supported Distance Education in Asia", 80 existing policies from1999 to 2011 are coded and then their focuses and shortcomings are analyzed. After analysis, we found that: (1) the existing policies are more concerned with elements of institution level such as information and publication, organization policy and supervision, curriculum design and development, paid little attention to the elements that has close relation to students' learning; (2) teachers' support and their contribution to the society is less mentioned;(3) teaching and learning, research and results are paid more attention in 2000 and 2001, but the interest in these elements has declined since 2001; (4) the degree of concern for the assessment and evaluation is not very high all the time. We hope these results will be helpful in making the future policy for modern distance education.
