摘要
在信息化的社会背景下,开放教育资源为终身学习和教育公平提供了可实施的途径。开放教育资源在2002年被首次提出,经历了15年的研究、实践与发展,人们对于开放教育资源共享优质教育资源,促进教育公平与终身学习的作用方面已经达成了共识。因开放教育资源概念的发展变化,人们对开放教育资源的"开放""资源类型""共享体制""应用对象"等概念的理解尚存在分歧。虽然目前开放教育资源的建设和发展迅速,但在实践方面,开放教育资源发展也面临着诸多瓶颈,如多语言问题、平台的建设与应用、可持续发展、政策支持及机构策略、合作机制、版权应用等。该文从开放教育资源的内涵和本质出发,陈述目前国内教育领域就开放教育资源在促进教育均衡发展等方面已达成的共识,解读目前在资源建设应用实践过程中对开放教育资源理解的诸多分歧,分析制约开放教育资源可持续发展的瓶颈,进而提出针对性的解决建议。
In the context of information society, open educational resources provide a way for lifelong learning and education fairness. The open educational resources were first proposed in 2002 and have been divided into fifteen years of research, practice and development. There has been a consensus on the sharing of quality educational resources for open educational resources and the promotion of educational equity and lifelong learning. Due to the development and changes of the concept of open educational resources, there are differences between the concept of ＂open＂, ＂resource type＂, ＂sharing system＂ and ＂application object＂ of open educational resources. Although the construction and development of open educational resources are rapid, but in practice, the development of open educational resources is also faced with many bottlenecks, such as multi language problems, platform construction and application, sustainable development, national policy, cooperation mechanism, copyright consciousness etc.. Based on the connotation and essence of the open educational resources, this paper presents the current consensus on the open educational resources, analyzes the existing differences in the understanding of the open educational resources, and analyzes the bottlenecks of the development of open educational resources and puts forward the specific suggestions
出处
《中国电化教育》
CSSCI
北大核心
2017年第11期52-59,共8页
China Educational Technology
基金
全国教育科学"十三五"规划国家一般课题"‘一带一路’开放教育资源共建共享机制及推进策略研究"(课题编号:BCA170073)的阶段性成果
关键词
开放教育资源
共识
质疑
瓶颈
Open Educational Resources
Consensus
Question
Bottleneck
