基于学习成果的高职教育学分制:一种技术框架
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摘要
基于学习成果的高职教育学分制以学习者实际获得的学习成果为衡量依据,强调学习者掌握的知识、技能和能力水平。该学分制由单元学习成果、职业资格描述、谅解备忘录和学习协议、确定学分四个要素构成,可以实现对不同学习背景、不同学习时间所获学习成果的认证、转换和积累。
A higher vocational education credit system based on learning outcomes focuses on learners' knowledge,skills and competences,which consists of units of learning outcomes,vocational qualification descriptions,the memoranda of understanding,learning agreement and awarding credits. It is good for validating,transferring and accumulating learning outcomes obtained from different learning backgrounds and different learning times.
A higher vocational education credit system based on learning outcomes focuses on learners' knowledge,skills and competences,which consists of units of learning outcomes,vocational qualification descriptions,the memoranda of understanding,learning agreement and awarding credits. It is good for validating,transferring and accumulating learning outcomes obtained from different learning backgrounds and different learning times.
引文
[1]李春红.我国高职教育学分制改革模式探讨[J].职业技术教育(教科版),2003,(28).
[2]魏小琳.构建高校教学管理新范式:从“专业管理”向“课程管理”的转变[J].中国高教研究,2011,(8).
[3]联合国教科文组织关于职业技术教育与培训的第二届国际大会的建议[EB/OL].http://www.eol.cn/article/20041124/3121702.shtml.
[4]杨凯.高职教育学分制改革刍议[J].职教论坛,2005,(26).
[5]Education and Culture DG.The European Qualifications Framework for Lifelong Learning[EB/OL].http://www.ond.vlaanderen.be/hogeronderwijs/bologna/news/EQF_EN.pdf.
[6]ECVET USERS'GROUP.Using ECVET to Support Lifelong Learning[R].Brussel:European Commission Education and Culture.2012.3(12).
[2]魏小琳.构建高校教学管理新范式:从“专业管理”向“课程管理”的转变[J].中国高教研究,2011,(8).
[3]联合国教科文组织关于职业技术教育与培训的第二届国际大会的建议[EB/OL].http://www.eol.cn/article/20041124/3121702.shtml.
[4]杨凯.高职教育学分制改革刍议[J].职教论坛,2005,(26).
[5]Education and Culture DG.The European Qualifications Framework for Lifelong Learning[EB/OL].http://www.ond.vlaanderen.be/hogeronderwijs/bologna/news/EQF_EN.pdf.
[6]ECVET USERS'GROUP.Using ECVET to Support Lifelong Learning[R].Brussel:European Commission Education and Culture.2012.3(12).