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1.
吴汉朋 《广东广播电视大学学报》2011,20(3):13-13
电大开展社区教育,是推动电大教育与社会有机结合、协调发展的基本途径,是电大教育服务终身教育、建设学习型社会的切入点和基本载体。作为直接服务于社区群众最活跃、绩效最显著的一种教育形式,当前社区教育有着旺盛的需求。所以,积极推进社区教育,拓展电大办学功能,既是适应经济社会发展的重要举措,也是加快电大转型升级的重要途径。 相似文献
2.
余嘉强 《中国远程教育(综合版)》2011,(1)
本文分析了电大教育办学基本能力建设的内涵,结合新形势发展的要求,阐述电大教育办学过程中在基本能力建设上的几大硬伤,提出完善电大教育办学基本能力建设的若干路径,最后就提高电大教育办学基本能力建设的质量和实效,提出构建一套监控体系. 相似文献
3.
《山西广播电视大学学报》2008,13(3):111-111
湖北电大近日下发文件,要求充分发挥县级电大在开放教育中的重要作用。县级电大在多种形式办学中要突出开放教育的地位,一是要进一步完善县级电大开放教育办学机构设置;二是要进一步突出县级电大开放教育的地位,要按照办学协议,努力扩大规模,规范办学行为,落实教学环节,加强教学管理,确保教育质量;三是县级电大要进一步加强开放教育队伍建设;四是县级电大要进一步加强办学基本条件建设;五是省、市（州）电大要加强对县级电大的指导、服务和评估;六是省、市（州）电大要健全对县级电大的激励机制,要从资金与项目等方面进行扶持、奖励,培育县级电大加快发展。 相似文献
4.
非学历教育是电大教育的重要组成部分;电大学历教育和非学历教育相互促进,协调发展;我们应采取有力措施;大力发展电大非学历教育,把电大办成现代远程教育的对外开放大学。 相似文献
5.
《厦门教育学院学报》2010,12(2):55-55
主要栏目及选题如下：一、远程开放教育研究作为本刊的重点栏目,探索电大远程开放教育发展规律,服务电大教育教学,服务社会主义建设。选题有：1．城市电大教育研究;2．电大文化建设研究;3．电大教育与高职教育结合研究; 相似文献
6.
教育公平是社会公平的重要组成部分。电大远程开放教育体现了教育公平的基本价值取向,是实现教育公平的重要渠道。为发展电大远程开放教育、推进教育公平,应加强国家信息网络基础设施和网络教学资源建设,加快电大公共服务体系建设以及推进电大教学资源平台建设。 相似文献
7.
蔡力 《吉林广播电视大学学报》2004,(4)
本文阐明了电大科研队伍建设须恪守开放教育以人为本的准则,应实施“一年起好步,二年迈大步,四年争上游”的三步发展谋略,有的放矢地推举出行之有效的主要举措,进而揭示了电大科研队伍建设须与时俱进的前瞻性、创新性和可行性。 相似文献
8.
陈信 《现代远程教育研究》2007,(2):5-7
本文针对构建电大和谐校园的命题,分析了构建电大和谐校园的基本目标,提出要从教育公平理念出发构建电大和谐校园,深入研究和分析教育对象,提供个性化、差异化的服务。深化教育教学改革,不断提高教育质量,提升学校的核心发展力。 相似文献
9.
潘茂桂 《重庆广播电视大学学报》2006,18(2):3-6
构建电大远程开放教育教学模式是完成教育部批准的“中央电大人才培养模式改革和开放教育试点”项目研究任务所必须解决的重要问题。本文在认真分析全国电大教学模式改革进展情况及主要特点的基础上,对电大远程开放教育教学模式的定义和学习理论基础,电大远程开放教育的教学结构,电大远程开放教育教学模式的基本框架和主要功能模块的实施策略等进行了探讨,并提出了构建电大远程开放教育教学模式的建议。 相似文献
10.
电大要不要办高等职业教育？能不能办高职教育？如何办高职教育？本人认为,举办高职教育,是电大的基本任务之一,不但是必要的,而且是可行的。目前电大系统办学的优势,也是举办高职教育的优势。只要进一步发挥电大办学的优势,扬长避短,电大的高职教育必将获得长足发展,成为电大新的发展增长点,也会促进整个电大教学改革的深化。一、高职教育是电大专科教育改革发展的方向从职业教育发展的历史可以清楚地看出,高职教育是社会对高等教育需求的结果。就广义的教育来讲,职业教育源于手工业时代的师徒传授方式。随着科学技术的进步及生… 相似文献
11.
张孝国 《湖南广播电视大学学报》2006,(2):4-5
县级电大是电大教育系统最基层的组织,也是电大系统中最薄弱的环节。加强县级电大教育机构的建设,既是电大教育自身发展的需要,也是建设社会新农村的迫切要求。从调查的情况来看,县级电大建立的现状印证了加强县级电大建设的可行性、必要性、实效性和紧迫性。 相似文献
12.
提高教学质量,过去是、现在是、将来仍然是制约地市级电大生存发展的重要因素。要提高地市级电大教学质量,笔者认为,应当从五个方面着眼、着手：一是地市级电大办学应当把提高教学质量,提升办学内涵作为中心问题来对待;二是地市级电大任课教师应当把倾心教学实践,追求教学质量作为根本要求来执行;三是地市级电大教学部门应当把加强教学管理,调控教学质量作为基本职责来履行;四是地市级电大非教学部门应当把服务教学中心,保障教学质量作为本职工作来实施;五是地市级电大领导班子应当把领导教学工作,提高教学质量作为重要任务来落实。 相似文献
13.
《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):211-222
The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the social mechanisms whereby radio was used for teaching in high schools. This clearly illustrates on a more general level the change in use of audiovisual tools in schools. The Montreal Catholic School Board (CECM) — the largest French‐language school board in Canada — is an institution of particular interest for the study of radio broadcasting for schools. Because of it size, the CECM had sufficient resources and personnel to be a pioneer in education. From 1931, CECM personnel went on the air on CKAC radio to popularize instruction in music, literature and language. Members of Montreal's educational community, parents and students alike, and listeners interested in learning, began to view radio as a means of conveying knowledge. In 1936, Société Radio‐Canada (SRC), the French‐language section of the Canadian Broadcasting Corporation, appeared on the Quebec radio scene, and educational radio gradually became more clearly defined. The programs that were aired, of which the best known was Radio‐Collège, gave the green light to educational radio in francophone Quebec. Before emulating SRC initiatives, the CECM used radio as a tool for social communication. In the early 1950s, the school board used radio mainly as a forum for explaining educational issues to the public; for example, teachers' salary negotiations. From autumn 1950, the CECM School and Family Committee aired a series of ten programs about the role of the school in society. Post‐war Montreal society was in a state of flux. Urbanisation and the emergence of mass communication and consumption were transforming the entire social structure. The francophone elite was starting to question traditional values taught by the Church, and religious practice was declining. Reacting to these new realities, the CECM appealed to parents for their help to ensure that together, family and school would succeed in the task of educating children. The board also used CKAC to discuss the shortage of schools. When parents demanded schools for their children, speakers from the School and Family Committee explained how the problem would be solved. As these examples show, Montreal schools initially made use of radio for social communication. In 1954, following the third congress on the French language in Canada (Troisième congrès de la langue française au Canada), the CECM devised a wide‐ranging campaign to improve the spoken language of students. This was the beginning of educational radio. With the help of executives at CKAC radio, the board created school broadcasting designed to improve everyday language in students from grades 1 to 12. After the first series of programs proved a success, the board repeated the project the following year, broadcasting twice as many lessons. The glory years of Améliorons notre langue parlée would follow, with the series airing continuously from 1954 to 1963. As a result of this enduring venture, the government extended teaching by radio to other school boards across the province of Quebec. This marked the institutionalization of school radio broadcasting. Transistor radios, the democratisation of high school teaching and active pedagogy were all elements that boosted the use of radio in schools. Radio was now present in every classroom, but television was also being introduced. Radio had earned pride of place but was gradually superseded by television. The range of academic subjects widened, and the numbers of hours set aside for television broadcasting increased. Meanwhile, the use of school radio broadcasts gradually diminished. We therefore attribute the decline in radio broadcasting for schools to the emergence of television for schools, in other words, a phenomenon of technical substitution. Finally, our research shows that the contribution by social agents incidental to schools and the influence of various factors external to schools are of major importance in explaining the mechanisms whereby educational radio became part of school life. It shows that radio changed in status from a public communication tool in the 1930s, to a pedagogic tool supporting the teaching of French twenty years later. Our study also shows that radio for schools was created not only by school‐related actors and institutions but also by the mass media and government. Far from being a failure, as education scholars maintain, educational radio was a success, but was replaced by television in the late 1960s. 相似文献
14.
论新时期节目主持人素质的提升 总被引：1，自引：0，他引：1
王一涵 《南阳师范学院学报》2010,9(8):69-71
随着广播电视事业的迅猛发展,主持人成为受人瞩目的焦点。主持人是节目的核心人物,他素质的高低决定了节目的成功与否。可以说,有什么样的主持人,就有什么样的节目。当前,随着人们审美水准的提高和对精神文化需求的发展,大家对主持人也提出了更高要求。不但要求主持人集采、编、播于一身,而且对节目主持人的综合素质有了更高、更广泛的要求。主持人必须要具备相应的素质才能担当起节目主持的重任。相对于早期科技水平和节目体制下的语言传播,新时期节目主持人的综合素质的提升刻不容缓。 相似文献
15.
包燕 《浙江教育学院学报》2011,(4):76-79,91
面对影视资源的泛媒介化传播语境,影视公共教育应走出“艺术素养教育”的单向维度,而走向更具包容性的“媒介素养普及教育”,它包括基本的影视艺术审美素养、影视信息甄别素养和影视文化批评素养。影视公共教育要立足于感性审美和理性批评的融合视阈,探索课程与教材建设的体系化、教学方法与手段的互动性及公共教育平台的延伸性。 相似文献
16.
论我国成人高等教育制度体系的构建与发展 总被引：2，自引：0，他引：2
成人高等教育制度是我国教育基本制度的组成部分。在新中国发展的50多年里,已形成了高校成人高等学历教育制度、高等教育自学考试制度、电大开放教育制度、网络教育制度和岗位培训制度、继续教育制度,构建了成人高等教育的制度体系,为终身学习法的建立奠定了坚实的基础。探讨成人高等教育制度体系的构建与发展,对实现党的十六大提出的“形成全民学习,终身学习的学习型社会,促进人的全面发展”的目标,构建终身教育体系都具有重要的参考价值。 相似文献
17.
M. Williams 《Learning, Media and Technology》1982,8(1):13-23
Although increasing attention has been given to the language of teachers, pupils and published materials the language of schools' broadcasting remains largely neglected as a topic of research, study and discussion. British educationists and teachers have access to a burgeoning literature on geographical education but the contribution of schools' television, radiovision and radio programmes and associated publications to the teaching of geography is rarely, if ever, treated as a topic for serious consideration. Not surprisingly, therefore, the language of schools' broadcasting in geography is new ground to explore. Geography has figured prominently in the annual provision of broadcasts during the fifty‐four years of educational broadcasting in Britain. Added to the currently transmitted programmes are the taped broadcasts, audio and video recorded, which teachers may have retained from previous years. 相似文献
18.
在我国,多种原因导致了远程开放教育在与广播电视信息传播技术的教学实践生态文化融合的过程中,出现了令人遗憾的媒体结构缺位与滞后发展的现象．严重迟滞了我国开放大学的建设进程。因此,我国的开放大学不得不根据远程教育与广播电视信息传播技术教学实践生态文化融合的发展特点变化、时代演化逻辑和模式形态变迁．采用一种“分类指导、分区建设、分地使用、分层教学”的广播电视远程开放教育媒体教学的策略。针对全国各地不同的发展情况．因地制宜．要为学习者提供有效的人性化远程开放教育学习支持服务,以避免在远程开放教育教学过程中因为媒体搭配错位．而导致的学习者学习活动不能承受的媒体接触困难、学习互动缺失等尴尬的教育现象．避免广播电视教育媒体教学的结构缺位现象与滞后发展现象的发生,将我国开放大学的远程教育发展推进到崭新的历史阶段。 相似文献
19.
广播电视编导专业要求学生具备较高的音乐素质,因此在教学中广播电视编导专业学生须加强和提高音乐基础知识和基本技能训练。高职高专广播电视专业的音乐课程教学要改进教学内容和教学方法,加强培养学生的音乐表现能力、感受能力和鉴赏能力,提高广播电视编导人才的音乐素养。 相似文献
20.
新形势下推动地市级电大事业科学发展的基本对策 总被引：1，自引：1，他引：0
作为地市级电大及其教育工作者、管理者、领导者,怎样在学习领会、贯彻落实全教会和《教育规划纲要》基本精神的新形势下,着力推动地市级电大事业的科学发展？笔者认为,基本对策有六：认清目前形势;找准角色位置;完善发展思路;健全管理机制;提升办学水平;打造一流团队。 相似文献