现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2011年
6期
67~70
,共null页
远程教育 自主化学习 个别化学习 调查分析 实现途径
遠程教育 自主化學習 箇彆化學習 調查分析 實現途徑
원정교육 자주화학습 개별화학습 조사분석 실현도경
Distance Learning; Self-Regulated Learning; Individualized Learning; Investigation and Analysis; Realization Approach
从现代远程开放教育发展的战略高度来探究我国当前的自主化、个别化学习的内涵、现状和途径是十分必要的。自主学习的内涵包括学习动机、学习态度、学习方法、学习计划、学习调控以及对物质和社会环境的利用等维度，其中学习动机是核心。当前我国的远程学习者在适应自主化、个别化学习上存在元认知方面的缺陷，学习动机功利化，学习态度较差，学习过程的计划、组织、自我指导、自我监控和自我评价基本处于被动状态。我国现代远程开放教育应立足于我国学习者的特征，从构建环境、完善运行机制和管理体制、强化监督和控制、合理设计教学系统、提供支持服务等方面入手探索自主化学习的可行途径，以实现真正意义的自主化、个别化学习。
從現代遠程開放教育髮展的戰略高度來探究我國噹前的自主化、箇彆化學習的內涵、現狀和途徑是十分必要的。自主學習的內涵包括學習動機、學習態度、學習方法、學習計劃、學習調控以及對物質和社會環境的利用等維度，其中學習動機是覈心。噹前我國的遠程學習者在適應自主化、箇彆化學習上存在元認知方麵的缺陷，學習動機功利化，學習態度較差，學習過程的計劃、組織、自我指導、自我鑑控和自我評價基本處于被動狀態。我國現代遠程開放教育應立足于我國學習者的特徵，從構建環境、完善運行機製和管理體製、彊化鑑督和控製、閤理設計教學繫統、提供支持服務等方麵入手探索自主化學習的可行途徑，以實現真正意義的自主化、箇彆化學習。
종현대원정개방교육발전적전략고도래탐구아국당전적자주화、개별화학습적내함、현상화도경시십분필요적。자주학습적내함포괄학습동궤、학습태도、학습방법、학습계화、학습조공이급대물질화사회배경적이용등유도，기중학습동궤시핵심。당전아국적원정학습자재괄응자주화、개별화학습상존재원인지방면적결함，학습동궤공리화，학습태도교차，학습과정적계화、조직、자아지도、자아감공화자아평개기본처우피동상태。아국현대원정개방교육응립족우아국학습자적특정，종구건배경、완선운행궤제화관리체제、강화감독화공제、합리설계교학계통、제공지지복무등방면입수탐색자주화학습적가행도경，이실현진정의의적자주화、개별화학습。
For the strategic development of modern distance open education, it is necessary to study the connotation, status quo and approaches of China＇s present self-regulated and individualized learning. There are five dimensions in the connotation of self-regulated learning-the motivation, the attitude, the method, the planning, the regulations and the use of material and social environment, among which the motivation is the core. Problems with present Chinese distance learners in self-regulated and individualized learning are： metacoginitive defects, utilitarian motivations, improper attitude toward learning, passivity in planning, organizing, self-guiding, self-monitoring and self-evaluating the learning process. China＇s distance open education should base itself on Chinese learners＂ characteristics, build the environment, perfect the operational mechanism and management mechanism, strengthen supervision and control, reasonably design the instruction system, provide supportive services, explore practical approaches to realize self-regulated and individualized learning.
