远程素质教育模型与模式：从理论到实践

远程素质教育的模型建构和模式建构是影响远程素质教育开展的两大命题。通过对北京广播电视大学所属30所分校、工作站和教学点的55位教职员工和9个分校13个专业的334名学习者进行问卷调查,尝试建构了从职业到学业再到职业的远程素质教育金字塔模型,该模型从塔基到塔顶依次由远程生理素质教育、远程心理素质教育、远程道德素质教育、远程思政素质教育、远程文化素质教育和远程能力素质教育6大维度构成。在此基础上,提出了从校内到校外的远程素质教育模式,该模式由知识积累素质和能力转化素质构成,前者关注人才培养模式的设计和教师水平的提高,后者重点解决教学实践和社会实践的问题。

The Mode and Pattern of Distant Education for All-round Development: From Theory to Practice

Mode construction and Pattern construction are two topics that affect the implementation of distance education for all-round development. Questionnaire investigation was carried out on 55 staff members from 30 workstations and teaching centers of Beijing Radio and TV University, as well as 334 learners of 13 different specialties from 9 of its campuses. Based on the investigation, a ＂vocational-academic-vocational＂ pyramid pattern was suggested for distance education for all round development. This pattern consists, from bottom to top, of six dimensions： physical competency, psychological competency, moral competency, ideological competency, cultural competency and work competency. Furthermore, a mode of distance education for all-round development was formed. This so called ＂from inside school to outside＂ mode is made up of knowledge accumulation and ability transformation, the former concerning the design of talent cultivation mode and improvement of teachers’ competency, and the latter concerning instructional practice and social practice.