作　　者： (王正青）;

机构地区： 西南大学教育学部,重庆400715

出　　处： 《现代远程教育研究》 2017年第5期54-60,103,共8页

摘　　要： 现代信息技术的快速发展将在线学习引入到传统学校教育中。美国K-12在线学习主要以项目方式开展,拥有多种类型与存在形式,汇聚形成一个多元化体系。学生主要集中在基础教育高段且学习原因多样。尽管不同类型在线学习的项目学科分布存在差异,但核心课程一直是在线学习登记课程的主要部分。美国K-12在线学习涉及多个主体,包括开发在线课程与学习工具的供应商,组织在线学习的中间服务提供方,以及作为在线学习最终实施者的学校和作为监管方的政府,基本实现了各主体的协同运行。美国K-12在线学习初步建立起质量保障与监管体系:联邦和州制定了明确在线学习合法地位与认证标准的政策,强化了在线学习课程资源与平台建设等基础保障,通过游戏化设计、实时测试与个性化指导、学习社区建立、线下互动等方式优化了学习过程保障,以及进一步明确了在线教师任职资格与发展要求等师资保障和强调各方责任与绩效拨款的评估保障。 education. American K-12 online learning is being run in the form of projects, with a variety of types and forms of being, and evolved to a pluralistic system finally. Although the subjects of such online learning projects are different, the core courses have been the main part of courses registered. American K-12 online learning is being operated by several agents, including the vendors which provide the online courses and learning tools, the intermediate suppliers which manage the online learning, the schools as the ultimate implementer and the state agencies as regulators. American K-12 online learning has established a series of effective quality guarantee and regulatory system: federal and state governments formulated the policies which guarantees the online learning's validity and certification standards; strengthened the infrastructure support such as online learning course resources and learning platform; optimized the learning process by learning game, immediate test, individualized instruction,learning community and offline interaction; and defined the online teachers' qualification and professional development requirement as well as the assessment support by emphasizing each agent's responsibility and performance funding models.

关 键 词： 在线学习 运行机制 质量保障 监管体系