互联网时代继续教育和终身学习现状及需求——基于北京七个群体的调查研究
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摘要
现代信息技术深刻地变革了成人的学习方式和学习内容,探究在互联网时代成人参与继续教育与终身学习的现状及需求,是了解成人学习特点、完善成人学习理论的基础,也是激活社会力量、加快推动学习型城市建设的依据。本研究采用目的抽样和分层抽样技术,对北京市七个群体的成人开展问卷调查,回收有效问卷6,976份。研究结果发现:互联网时代成人具备了网络学习的技能和学习准备;混合式学习是大部分成人喜爱的学习方式;成人对学历继续教育的需求不断增加,接近继续教育发达国家的中位数;成人参加终身学习的形式丰富多样,形成了浓厚的继续教育与终身学习的文化和氛围;成人参与继续教育和终身学习的动机主要是职业发展、个人兴趣、丰富生活和家庭教育四方面;参与学习的困难主要是缺乏学习时间。总体来说,成人充分认识到终身学习在学习型城市建设中的作用,对终身学习环境感到满意,但志愿者活动方面需要增强。学习需求包括完善继续教育和终身学习的体制和机制,采用现代信息技术为不同群体提供所需要的学习条件、学习资源和精准服务,尤其是为弱势群体提供平等良好的终身学习机会。
Modern information technology has profoundly changed adult learning methods and contents. The purpose of this study is to investigate adults' learning status and demands for continuing education and lifelong learning in the internet era in order to understand the characteristics of adult learning and develop adult learning theory, as well as activate social forces to accelerate the construction of a learning city. The purpose sampling and stratified sampling techniques were used to conduct a questionnaire survey among adults from seven groups in Beijing, and 6,976 valid questionnaires were collected. It shows that in the Internet Age, adults have acquired the skills for online learning. Blended learning is the preferred learning mode. Adult demand for continuing education with academic qualifications is increasing, approaching the median in developed countries. The motives for adults to participate are career development, personal interests, quality life and education of younger generations. The main barrier in learning is lack of time. Beijing adults are satisfied with lifelong learning environment, but volunteer activities need to be enhanced. The major demands include improving the systems and mechanisms for continuing education and lifelong learning, adopting modern information technology to provide lifelong learning circumstance, learning resources and tailor-made services for different groups, especially for disadvantaged groups.
Modern information technology has profoundly changed adult learning methods and contents. The purpose of this study is to investigate adults' learning status and demands for continuing education and lifelong learning in the internet era in order to understand the characteristics of adult learning and develop adult learning theory, as well as activate social forces to accelerate the construction of a learning city. The purpose sampling and stratified sampling techniques were used to conduct a questionnaire survey among adults from seven groups in Beijing, and 6,976 valid questionnaires were collected. It shows that in the Internet Age, adults have acquired the skills for online learning. Blended learning is the preferred learning mode. Adult demand for continuing education with academic qualifications is increasing, approaching the median in developed countries. The motives for adults to participate are career development, personal interests, quality life and education of younger generations. The main barrier in learning is lack of time. Beijing adults are satisfied with lifelong learning environment, but volunteer activities need to be enhanced. The major demands include improving the systems and mechanisms for continuing education and lifelong learning, adopting modern information technology to provide lifelong learning circumstance, learning resources and tailor-made services for different groups, especially for disadvantaged groups.
引文
[1] 何思颖,何光全.终身教育百年:从终身教育到终身学习[J].现代远程教育研究,2019(1).
[2] 中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html,2019-03-06.
[3] 中共中央、国务院.中国教育现代化(2035)[EB/OL].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/201902/t20190223_370857.html.
[4] Lee Romee,Kim Jinhee.Community-based lifelong learning and adult education:situations of community learning centers in 7 Asian countries[EB/OL].http://unesdoc.unesco.org/images/0024/002464/246480e.pdf,2019-03-01.
[5] OECD.About the Survey of Adult Skills (PIAAC)[EB/OL].http://www.oecd.org/skills/piaac/aboutpiaac.htm.2019-03-01.
[6] 张伟远.互联网时代继续教育在学习型城市建设中的定位与作用[J].中国远程教育,2019(2).
[7] UNESCO.Unlocking the Potential of Urban Communities Case Studies of Twelve Learning Cities[EB/OL].http://unesdoc.unesco.org/images/0023/002345/234536e.pdf,2019-03-06.
[2] 中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020年)[EB/OL].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/info_list/201407/xxgk_171904.html,2019-03-06.
[3] 中共中央、国务院.中国教育现代化(2035)[EB/OL].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/201902/t20190223_370857.html.
[4] Lee Romee,Kim Jinhee.Community-based lifelong learning and adult education:situations of community learning centers in 7 Asian countries[EB/OL].http://unesdoc.unesco.org/images/0024/002464/246480e.pdf,2019-03-01.
[5] OECD.About the Survey of Adult Skills (PIAAC)[EB/OL].http://www.oecd.org/skills/piaac/aboutpiaac.htm.2019-03-01.
[6] 张伟远.互联网时代继续教育在学习型城市建设中的定位与作用[J].中国远程教育,2019(2).
[7] UNESCO.Unlocking the Potential of Urban Communities Case Studies of Twelve Learning Cities[EB/OL].http://unesdoc.unesco.org/images/0023/002345/234536e.pdf,2019-03-06.
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