| 先前学习评价：国际发展的经验与分析 |
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| 引用本文： | 王迎.先前学习评价：国际发展的经验与分析[J].现代远程教育研究,2012(3):43-52,69. |
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| 作者姓名： | 王迎 |
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| 作者单位： | 中央广播电视大学现代远程教育研究所,北京,100039 |
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| 基金项目： | 2011年国家开放大学专项课题 |
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| 摘 要： | 先前学习评价是对成人非正式学习所获得的知识、技能或能力加以测评、认可并授予相关证明的一种评价方式。从美国、英国、加拿大、法国和澳大利亚的先前学习评价实践来看，先前学习评价为推动与实现终身学习提供了具体途径，对个体职业发展产生了重要影响，促进了高等教育机构办学的转变，促进了国际范围的人才流动。这些国际经验对我国开展先前学习评价的实践意义是：提供了质量保证措施，包括政策、实施机构、实施流程与范围、评价标准、实施团队和模式经验等。这都对我国学分银行建设、学习成果认证制度建立、非正式学习成果识别和学分转换等方面的政策制定者、研究者以及在操作性层面上予以实施的践行者等提供重要的参考。
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| 关 键 词： | 成人教育 先前学习评价 学习成果认证 国际经验 |
PLAR: Practices and Analysis of International Development |
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| Wang Ying.PLAR: Practices and Analysis of International Development[J].Modern Distance Education Research,2012(3):43-52,69. |
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| Authors: | Wang Ying |
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| Abstract: | PLAR(Prior Learning Assessment and Recognition) is an evaluation mode in which knowledge,skills or abilities acquired by adults in their informal learning can be evaluated and recognized,then relevant certificates can be granted.From PLAR practices in the United States,the United Kingdom,Canada,France and Austrialia,PLAR can be seen to provides concrete ways to promote lifelong learning,have a significant influence on individual career development,promote school running transformation of higher education institutions and international mobility of talents.Thees international practices are enlightening for China to implemente PLAR and provide quality assurance measures including policy,implementing agencies,implementation progress and scope,evaluation standard,implementing team and implementation mode.The study shows some important references for policy-makers,researchers and practitioners,who are involved in constructions of the Chinese credit bank,system of learning outcomes accreditation,recognition of informal learning and credit transfer. |
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| Keywords: | Adult Education Prior Learning Assessment and Recognition(PLAR) Learning Outcomes Accreditation International Practices |
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