【作者】 张立国；

【导师】 傅钢善； 秦健；

【作者基本信息】 陕西师范大学 ， 教育技术学， 2004， 硕士

【摘要】 当今社会是学习化的社会，学习化社会要求人们不断学习、终生学习。以网络技术为代表的现代信息技术在教育领域中的广泛应用，为满足人们的这一需要提供了可能，同时促使了现代远程教育的产生与发展。随着现代远程教育的勃然兴起，人们越来越关心它的质量问题，如何保障现代远程教育的质量，建构符合我国现代远程教育现状的质量保证体系是时代给我们提出的研究课题。 首先，对现代远程教育的本质及质量观作了深入分析，为后续研究从思想上作了铺垫。现代远程教育的本质就是基于网络的，相互相对分离主体间的指导学习。现代远程教育的本质观决定了它的质量观。现代远程教育的基本质量观是“学校不是工厂，学生不是产品，现代远程教育能够提供的只是服务，服务的对象主要是学习者、机构和社会”；现代远程教育质量保证的基本理念是在运用既定教育资源的前提下，提供最优化的现代远程教育服务；现代远程教育质量保证体系就是使现代远程教育按照既定的培养目标、质量标准组织实施的保证措施和监控手段所组成的有机整体，一般情况下，人们将其划分为内部质量保证体系和外部质量保证体系。 其次，对影响现代远程教育质量的要素及子系统进行了定性、定量的研究。第一、定性研究。现代远程教育的基本活动是远程教学活动，影响现代远程教学活动和学习者自主学习活动的要素就是影响现代远程教育质量的主要要素。从要素角度来看，构成远程教学活动与学习者自主学习活动的要素基本一致，所以我们选择远程教学活动为研究现代远程教育质量保证体系的切入点。笔者先是依据传播学原理建立了现代远程教学模式，分析了影响现代远程教学质量的内部要素(学习者自身特征、教师、教学平台、课程)、外部要素(学院组织机构、教学点、其它学习者和社会环境因素)，接着分析了由以上内外部要素组成的几个影响教学质量的主要子系统(课程开发与制作子系统、学习者与学习者交互子系统、学习支持服务子系统、学院组织管理评价子系统)。第二、定量研究。依据上述分析，笔者仔细地设计了问卷并做了调查，从量的角度再一次证实、修正了影响现代远程教育质量的要素及活动(子系统)，抽象出决定现代远程教育质量的四大要素(资源、活动、管理和评价)。 再次，创建了现代远程教育内部质量保证体系模型。我们将内部质量保证体系分为四个层次:一组标准—资源标准体系的建立、一组规范—过程操作规范的建立、两种模式—管理模式与评价模式、两种认证—学历认证与社会认证。内部质量保证体系以标准与规范为准绳，以管理与评价为手段，以学历认证与社会认证为目标。 最后，通过对中英外部质量保证体系的比较研究，提出了建构符合我国现代远程教育现状的外部质量保证体系的设想，并结合前述内部质量保证体系，建构了统一的、内外部有机结合的现代远程教育质量保证体系。更多还原

【Abstract】 The socialization quality of present society determines that one should learn endlessly and all through the life. The wide use of web-based modern information technology in education has provided such a chance, and at the same time promoted the emergence and development of modern distance education (MDE for short). With the rising of MDE, people begin to pay special attention to its quality. Therefore we are presented with the problem task given by the time on how to assure the quality of MDE and construct a quality assurance system that can accord with the present condition of modern distance education in China.This thesis begins with a thorough analysis of the nature and quality concept of MDE, which serves as the theoretical base for later researches. MDE is a web-based study activity instructing independent participants. And this nature determines the quality concept of MDE. Its basic quality concept goes like this: " The school is not the factory; the students are not the products; what MDE affords is only service; the objects of the service are mainly learners, institutions and society." The primary concept of quality assurance system of MDE involves offering optimized modern distance education service on the premise of exercising present education resource. The quality assurance system of MDE is an organic whole combined with assuring measures and supervising means, through which MDE is carried out according to its set training objectives and quality standards. Usually this system can be divided into internal quality assurance system and external quality assurance system.Then, some qualitative and quantitative analyses are made on some elements and sub-systems that influence on the quality of MDE. The first is the qualitative analysis. The basic activity involved in MDE is distance instructing practice, and therefore the elements affecting distance instructing practice and learners’ independent study in MDE are the main elements influencing the quality of MDE. In terms of the elements, the ones constituting distance instructing activity and those composing learners’ independent study activity are basically the same, so we choose distance instructingactivity as a starting point in studying the quality assurance system of MDE. On the base of communication theory, the author of the thesis first of all constructs the MDE mode, and analyzes the internal and external elements affecting the quality of modern distance instruction. The internal elements include the learners’ characters, the instructors, the instructing platform and the courses, and the external involves the college administration, instructing centers, and other learner and social factors. Then the author discusses several main sub-systems affecting the instruction quality. These sub-systems are constituted with the above internal and external elements and may include the sub-system of course design and development, the sub-system of inactivity among learners, the sub-system of study supply, the sub-system of college management and evaluation. The second is the quantitative study. On the base of the above analysis, the author carefully designs the questionnaire and makes some thorough investigation. By doing so, the elements and activities (sub-systems) affecting the quality of MDE are proved and revised from the quantitative perspective, and four main elements affecting the quality of MDE are abstracted out thereby, namely, resource, activity, management, and evaluation.Next, the internal quality assurance system mode of MDE is established. The internal quality assurance system is divided into four levels, including one series of standards-the establishment of resource standard system, one series of criteria-the establishment of process handling criteria, two modes-management mode and evaluation mode, two authentications-authentication of academic credentials and authentication of the society. The internal quality assurance system regards standards and criteria as the yardstick, management and evaluation systems as the means and the authent更多还原