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电大远程教育中存在的诸多问题,制约着电大自身的发展。只有彻底转变传统教育观念,实现教育思想的变革创新,才能彻底解决制约电大的关键问题,从而真正推进电大规程教育的发展。 相似文献
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张珠龙 《江苏广播电视大学学报》2009,20(1)
多源流分析理论是用来解释政策如何制定的一种方法.审视30年的发展历程,正是问题、政策与政治三大源流的耦合促成了电大教育的诞生、发展与变革.建设社会主义新农村的重大历史任务和国家发展远程教育的战略规划,为电大的发展打开了"政策之窗",新时期电大教育应以服务农村建设为重点,实现发展定位的战略调整,以推进实体办学实现发展模式的理念转变,以完善公共教育平台推进学习型社会建设,推动远程教育的创新发展. 相似文献
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陈蔼玉 《河北广播电视大学学报》2008,13(5):78-80
作为现代远程教育的电大如何在竞争中保持优势地位,获得可持续发展,关键在于电大核心竞争力的形成——电大校园文化的创新。电大校园文化创新重点要处理好知与行的关系、变与不变的关系、文化建设与制度建设的关系,并在电大校园文化创新的方法上进行新探索：赋予电大校园文化时代精神、打遣优质教育内核、打造服务品牌、打造师资品牌、打造优质教育环境、打造个性化电大校园文化、打造教育品牌。 相似文献
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《中国远程教育(综合版)》1999,(1)
在本世纪最后一个春天,《中国电大教育》满怀憧憬和期待换上了锦衣华裳,充盈了新的思想精神。服务主题是媒体久盛不衰的根蒂。我们正处在世纪转换的关口,高扬现代远程教育的旗帜是《中国电大教育》跨世纪的使命。为全面实施科教兴国战略,纳入国家创新体系,国家教育部1999年将推出“面向21世纪教育振兴行动计划”,实施跨世纪现代远程教育工程是“行动计划”提出的五大工程之一。面对现代远程教育作为国家工程推进的壮阔前景和普通高校现代远程教育的快速发展,中国电大教育迎来了发展的新契机、新课题、新挑战。《中国电大教育》作为现… 相似文献
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甘肃广播电视大学 《甘肃广播电视大学学报》2004,14(4):1-5
邓小平远程教育思想是邓小平教育思想的重要组成部分,开启了电大现代远程教育之路。电大远程教育的创新与发展,是邓小平远程教育思想的现实化,是实践邓小平远程教育思想和“三个代表”重要思想的必然要求。电大远程教育创新的历史任务不断昭示邓小平远程教育思想具有强大的生命力,充分体现了邓小平远程教育思想的科学性和实践性。 相似文献
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论科学发展观视野下的广播电视大学系统建设 总被引：1，自引：0，他引：1
周德义 《湖南广播电视大学学报》2007,(4):3-6
广播电视大学建立了遍布全国的办学系统。新时期,电大系统在办学理念、系统结构、运行效率和系统凝聚力等方面面临一些问题。科学发展观的提出丰富了现代远程教育的内涵,要求电大必须走内涵发展的道路,并为电大教育发展提供了新的评价标准。以科学发展观指导电大系统建设,应当坚持全面发展,强化系统的整体性,坚持协调发展,促进系统的和谐,坚持创新发展,实现系统的可持续发展。要通过创新体制、创新制度、创新管理和推进文化建设,优化系统运行机制,提高系统效率,提高服务水平,把系统建设成为开放、灵活、有序、高效的办学系统。 相似文献
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自全国实施现代远程教育工程以来,电大的远程开放教育试点取得很大成功。面对现代远程教育发展的现实环境,基层电大惟有大力发展农村远程教育,推进社区教育,建设现代远程教育中心,才能更好地发展现代远程教育。 相似文献
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中国大学在政府的主导力量下形成并发展起来。改革开放以来,在大学发展中虽然出现诱致性变迁的因素,但从总体上看仍然是以政府主导的强制性制度变迁为主。在强制性制度变迁下中国大学发展出现了治理困境,因而,促进中国大学发展一方面还要积极推进强制性制度变迁．另一方面也要积极培养诱致性变迁力量。 相似文献
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建立掌握现代教育技术的新型师资队伍 总被引：3，自引：0，他引：3
金丽霞 《中国远程教育(综合版)》2004,(19):57-61
顺应现代远程教育的世界性潮流发展,应对国内远程教育竞争的需要,电大必须建立和培养一支掌握现代教育技术的新型师资队伍.本文通过对电大教师现代教育技术应用及培训情况的调查,分析电大教师在现代教育技术方面的优势与不足,提出电大教师教育技术培训应在建立培训制度、改革传统的培训模式和方法、合理选择培训内容、培训与教、学、研相结合、建立培训评价标准等方面加强改革. 相似文献
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《ASHE Higher Education Report》2001,28(4):1-162
Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and Conceptualizations Distinctive Contribution Focus of the Monograph Audience To Change or Not to Change? Providing a Common Language for Understanding Organizational Change What Is Organizational Change? Diffusion, Institutionalization, Adaptation, Innovation, and Reform Forces and Sources Degree of Change Timing of Change Scale of Change Focus of Change Adaptive/Generative Intentionality: Planned Versus Unplanned Change Response Time: Proactive and Reactive Active and Static Target of Change: Change Process and Outcomes Summary Theories and Models of Organizational Change Typology of Organizational Change Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Appendix Understanding the Nature of Higher Education Organizations: Key to Successful Organizational Change Interdependent Organizations Relatively Independent of Environment Unique Organizational Cultures of the Academy Institutional Status Values-Driven: Complex and Contrasting Multiple Power and Authority Structures Loosely Coupled Structure Organized Anarchical Decision Making Professional and Administrative Values Shared Governance System Employee Commitment and Tenure Goal Ambiguity Image and Success Summary Higher Education Models of Change: Examination Through the Typology of Six Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Research-Based Principles of Change Promote Organizational Self-Discovery Realize That the Culture of the Institution (and Institutional Type) Affects Change Be Aware of Politics Lay Groundwork Focus on Adaptability Facilitate Interaction to Develop New Mental Models and Sensemaking Strive to Create Homeostasis and Balance External Forces with the Internal Environment Combine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social-Cognition, Symbolic, and Political Strategies Realize That Change Is a Disorderly Process Promote Shared Governance or Collective Decision Making Articulate and Maintain Core Characteristics 120 Be Aware of Image Connect the Change Process to Individual and Institutional Identity Create a Culture of Risk and Help People to Change Belief Systems Realize That Various Levels or Aspects of the Organization Will Need Different Change Models Know That Strategies for Change Vary by Change Initiative Consider Combining Models or Approaches, As Is Demonstrated Within the Multiple Models Summary Future Research on Organizational Change References 相似文献
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《ASHE Higher Education Report》2009,35(2):1-131
Executive Summary Foreword Overview Defining Interdisciplinarity The Disciplines, Interdisciplinarity, and the University Interdisciplinarity, Learning, and Cognition Interdisciplinarity and the Practice of Research Faculty and Institutional Structure: The Conflict of Interdisciplinarity Best Practices Related to Interdisciplinary Education Implications for Practice and the Future of Interdisciplinarity Defining Interdisciplinarity Conceptualizing the Disciplines Conceptualizing Interdisciplinary Knowledge Conclusion The Disciplines, Interdisciplinarity, and the University The Historical Influence of the Disciplines on Teaching and Learning Interdisciplinary Initiatives in Twentieth-Century American Higher Education Conclusion Interdisciplinarity, Learning, and Cognition The Disciplinary Basis of College Student Learning Defining Interdisciplinary Curricula in Higher Education Conclusion Interdisciplinarity and the Practice of Research Challenges to the Practice of Interdisciplinary Research Facilitating Interdisciplinary Research in Higher Education Conclusion Faculty and Institutional Structure: The Conflict of Interdisciplinarity Interdisciplinarity, Faculty, and Change in Higher Education Achieving Institutional Goals and Interdisciplinary Faculty Engagement Fostering Faculty Connections Across Institutional Boundaries Modifying Activity Systems to Encourage Interdisciplinarity Conclusion Best Practices Related to Interdisciplinary Education Dedicated Organizational and Physical Space Student-Centered Pedagogy Focus on Problem- or Theme-Based Learning Curriculum Shaped Through a Variety of Interdisciplinary Learning Experiences Culminating Capstone Project or Student Portfolio Focus on Collaborative Learning Rather Than Mastery of a Particular Content Use of Independent Study, Internships, and Experiential Learning Goal of Preparing Students for a Complex, Modern Interdisciplinary Future Conclusion References Name Index Subject Index About the Author 相似文献
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《ASHE Higher Education Report》2002,29(3):1-101
Introduction The Changing Business Environment and the Need for Responsive Action Defining Professional Education and Ideal Outcomes Examining Criticisms of Professional Education and Calls for Reform Purpose and Scope of This Report Curriculum Reforms in the Professions: Responding to Calls for Change Curriculum Reform in Accounting Programs Curriculum Reform in Nursing Programs Curriculum Reform in Teacher Education Programs Implementing and Assessing Internships Examining Internships Through the McDonough Center for Leadership and Business, Marietta College Assessing Student Learning Through Internships at the University of Wisconsin–Oshkosh Building Communities of Inquiry and Support Through Internships at the University of New Hampshire Designing Strong Internship Experiences Assessing the Internship Experience and Student Learning Summary Building Conditions That Promote Change Creating Trust Promoting Change by a Committed Leadership Designing Incremental Change Educating Faculty Designing Meaningful Incentives Implications for the Implementation and Maintenance of Curriculum Transformations Stating Clear and Measurable Outcomes Linked Across Courses, the Professional Preparation Program, and Institutional Levels Designing Learning Experiences to Achieve the Selected Outcomes Selecting Multiple Assessment Methods Reviewing Assessment Results to Make Targeted Improvements Developing New Partnerships Sustaining Learner-Centered Curriculum Reforms 相似文献
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Books reviewed
Paul R. Trowler, ed. (2002) Higher Education Policy and Institutional Change: Intentions and Outcomes in Turbulent Environments. Buckingham: Society for Research into Higher Education and Open University Press. 166 pp; ISBN 0-335209-19-X (hb).
Peter T. Knight (2002) Being a Teacher in Higher Education. Buckingham: Society for Research into Higher Education & Open University Press. 245 pp; ISBN 0-335-20930-0 (pb.) £18.99. 相似文献
Paul R. Trowler, ed. (2002) Higher Education Policy and Institutional Change: Intentions and Outcomes in Turbulent Environments. Buckingham: Society for Research into Higher Education and Open University Press. 166 pp; ISBN 0-335209-19-X (hb).
Peter T. Knight (2002) Being a Teacher in Higher Education. Buckingham: Society for Research into Higher Education & Open University Press. 245 pp; ISBN 0-335-20930-0 (pb.) £18.99. 相似文献
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《ASHE Higher Education Report》2009,35(1):1-144
Executive Summary Foreword Acknowledgments The Changing Landscape and the Compelling Need for Diversity Constructing a Comparative Theoretical Framework Globalization and the New Landscape for Higher Education The Half Life of Knowledge The Role of Intangibles in the Research University The Frame of Demography, Diversity, and Democracy Reciprocal Empowerment Revisited Translating Principles into Practice Globalization and Institutional Mission Recognition of the Value of Diversity in the Educational Process Talent Management Concluding Observations Mapping the Terrain for Inclusion and Bridging the Gaps Approaches to Diversity Self-Assessment Measuring the First Dimension: Structural Representation Diversity Leadership and Strategic Focus Organizational Learning The Power of Institutional Culture Strategic Organizational Architecture for Diversity Concluding Observations Orchestrating the Process of Cultural Change Creating a Tactical Plan for Bridging the Diversity Divide Research-Based Tactics That Promote Reciprocal Empowerment Concluding Observations A Toolkit for Operationalizing Reciprocal Empowerment External Measures of Internal Progress: Accreditation and Diversity Institutional Effectiveness and Diversity Progress Internal Change: Organizational Learning Tools for Cultural Transformation Concluding Observations Reprise: Recommendations and Implications Appendix A: Sample Matrix for Gauging Gaps in Diversity Leadership Appendix B: Resource Guide References Name Index Subject Index About the Author 相似文献
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《ASHE Higher Education Report》2013,39(3):1-121
Defining Institutional Diversity Aspects of Institutional Diversity Diversity Versus Diversification Versus Differentiation Interactions With the Environment Overview of the Monograph Historical Context of Institutional Diversity Growth During the Colonial Period Establishing American Higher Education Failure of the National University Idea Institution Building The Changing Curriculum Rise of the Research University Transition From Elite to Mass Higher Education The Postwar Period Conclusion Theoretical Contexts Population Ecology Resource Dependency Theory Institutional Theory Conclusion Benefits of Institutional Diversity Meeting the Needs of All Types of Students Increased Institutional Effectiveness Provide Models Support Reform Through Competition Serve the Political Needs of Interest Groups Protecting Academic Freedom and Autonomy Support Elite and Mass Higher Education Improve Social Mobility Minority-Serving Institutions Conclusion Causes of Homogenization Academic Drift Prestige-Maximizing Activities Statewide Coordination Conclusion The Future of Institutional Diversity Research and Practice Market Smart and Mission Centered Policymakers Campus Leaders and Administrators Faculty Students Conclusion References Name Index Subject Index About the Author 相似文献
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《ASHE Higher Education Report》2005,31(2):1-105
Identification, Equity, and Culture Institutional Identification Brand Equity Institutional Culture Using Institutional Culture An Illustration: Tusculum College Using Culture to Strengthen Institutional Identification Identifying with Institutions Framing Institutional Identification Strengthening Institutional Identification Benefiting from Institutional Identification Using Culture to Build Brand Equity Institutions as Brands Brand Equity Building Brand Equity Understanding Institutional Culture Defining Institutional Culture Disciplinary Foundations and Conceptual Frameworks Foundational Work and Contemporary Approaches Institution Types and Institutional Culture Subcultures in Higher Education Institutional Culture in Substance and Form The Substance of Institutional Culture The Forms of Institutional Culture Using Institutional Culture to Strengthen Institutional Identification and Build Brand Equity References Name Index Subject Index About the Authors 相似文献
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《ASHE Higher Education Report》2003,30(1):1-139
Introduction Trends in University Governance Challenges to University Governance Structures Governance Structures in Historical Perspective Governance, Management, and Leadership Depicting Institutional Structure Shared Governance AAUP Versus AGB Perceptions Accountability and Program Review Structural and Cultural Elements of Governance Organizational Culture Trustees' Perspectives Organizational Culture and Governance Competing Perspectives and Expectations Expectations of Faculty, Administrators, and Trustees Facing the Fundamental Challenges Governance from a Presidential Perspective Evolving Issues in the Twenty-First-Century University A Port for Every Pillow Organizational Learning, Leadership, and Change The George Mason Case The Case of the Institutes of Business at the University of the West Indies Governance: State and Campus Surveys Toward a More Effective System Governance: Attitudes and Perceptions Emphases Emerging from the Literature Governance and Teaching and Learning The Environmental Context for Education Organizational Culture and Learning Governance, Information Technology, and Distance Education The Impact of Information Technologies New Models of Higher Education Governance Structures and Educational Technologies E-Learning: Policy Issues and Impact Resource Allocation and Governance Responsibility-Centered Management Performance-Based Program Budgeting: The Basic Questions Caveats and Adjustments to Responsibility-Centered Management A Revised Model of Governance Structure in the Twenty-First-Century University Appendix A: Public and Private University Enrollments, 1998 Appendix B: Survey of University Governance Appendix C: Organizational Culture and Governance References Name Index Subject Index 相似文献
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吴和生 《安徽广播电视大学学报》2005,(3):54-57
根据中央电大《广播电视大学远程开放教育毕业生追踪调查评估指标体系》、《广播电视大学远程开放教育人才培养方式调查评估量表》和《广播电视大学远程开放教育毕业生质量调查评估量表》，采用SPSS12．0和中央电大毕业生追踪调查评估系统软件进行数据统计分析。 相似文献
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《Assessment Update》2011,23(6):1-16
ARTICLES Took Survey. Got Shirt: Using Effective Educational Practices to Maximize NSSE Response Rates Matthew L. Feldmann and Keli Jackson My Own Worst Enemy: Five Ways My Best Intentions Impair Assessment Jeremy D. Penn Repairing a Broken Assessment System Christie Hill Magoulias Assessment in Times of Turbulence: Using Assessment Tools to Understand and Change Processes in Student Services Jennifer Massey, Bruce Griffiths, and Nanci Corrigan COLUMNS Assessment Measures: The Cooperative Institutional Research Program (CIRP) Surveys Gary R. Pike Community College Strategies: Improving Faculty Ownership of General Education and Its Assessment Rose Mince, Lynne A. Mason, and Nancy Bogage 相似文献