当代普通高校成人教育管理研究
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摘要
当前我国普通高校成人教育如何面对机遇与挑战并存的局面,主动适应社会发展的需求,为我国经济的可持续发展和社会的进步提供适宜的教育服务及充足的人才支持,这是普通高校成人教育管理领域必须解决而又尚待深究的重大现实课题。为此,本文以界定普通高校成人教育概念和办学模式为切入点,在反思我国普通高校成人教育的现状问题、考察当今发达国家成人高等教育发展特点、分析普通高校成人教育与终身教育发展关系的基础上,就当今我国普通高校成人教育的发展改革问题,进行了理论与实际相结合的思考和研究。其主要观点是:教育对象广泛、形式灵活、规格多样、内容适应性强和过程的终身性是普通高校成人教育显著特点;普通高校成人教育是发展终身教育的主渠道,同时终身教育又为普通高校成人教育开拓发展的空间;主动适应社会需求,以岗位培训和继续教育为重点,坚持质量、效益和活力的统一,是我国普通高校成人教育发展的主要经验;发达国家成人高等教育终身化、国际化、信息化、产业化和法制化趋势带给我们的有益启示在于:我国普通高校成人教育的革新发展,必须从扩宽服务对象、扩大教育时空、更新教育技术和手段及完善法规制度方面着手;我国“科教兴国”战略的实施,社会主义市场经济体制的建立与完善,为我国普通高校成人教育的发展提供了良好的发展机遇,而教育观念落后,办学模式陈旧,教师和管理人员队伍素质偏低和生源质量下降,又是普通高校成人教育发展面临的发展瓶颈;我国普通高校成人教育要负起发展终身教育、远程教育和再就业教育及在职培训的使命,就势必要坚持更新教育观念、超越原始视域,优化教育结构、扩展社会功能,深化教学改革、坚持质量为本,健全管理规程、改善运行环境的发展思路。其具体措施是:树立终身教育观念,强化开放办学的思想;优化专业结构、层次结构、类型结构、课程结构和师资结构,进一步扩展社会功能;改革现行教学模式、教学内容、教学方法和教学手段,并严格教学质量管理;优化外部运行环境,改善内部运行条件,并切实加强激励和整合效能。
How ordinary faces the century that opportunity and challenge coexist, how we meet the demand of the social development on our own initiative, and offer a suitable education service and sufficient talent support for the confineable development of the economy and the progress of the Society of our country. That is the great realistic subject that ordinary university adult education has to solve and is needed to explore it thoroughly. Taking it as an cutting point of defining the intension and category of the concept of adult education in ordinary university, this thesis reviews our country ordinary university adult education developing history, observes the trends of adult higher education in developed country, analyses the relationship between ordinary university adult education and all the life educational development, on the basis of above all, this thesis takes a combined research in both theory and reality on the question of the historical mission and developing means of the adult education of ordinary university. Its major points are: Extensive education target, flexible form, various specification, strong adaptability content and all the life quality are their remarkable characteristics. Adult education is the main channel of the all the life education who develop the space of the adult education in ordinary university at the same time; It is the main experience of adapting to the social demand on its own initiative and continue educating for the focal point with undergo job-specific training Insisting the three unified that quality, effectiveness and vigor of our country adult education in ordinary university; The inspiration form the adult education from developed country of taking all the life, internationalization industrialization and legal trend, tells us that we must widen our object, enlarge our educational space, update the instruction technology and means, perfect the codices system. It offers a good opportunity to develop in new century, and also a serious challenge that adult education of ordinary university should face. The adult education in ordinary university in the new century want to shoulder the brand-new historical mission of developing life long education, long-distance education, career education, on-the-job training, it must insists on and upgrade the idea of educating, surmount original visual field, and optimizes the structure of educating, expand social function, deepen teaching reform, persist taking education quality as the foundation. The idiographic measures are: establish the idea of all the life education, and strengthen the thought of opening running school, optimize the structure of professional structure, hierarchical structure, type, course structure and teachers' structure in order to expand the social function further, reform current teaching mode, content of courses, and teaching means, and teaching means, rigorously enforce teaching quality control method, improve inside, out side running environment and strengthen encouraging, combining efficiency, etc..
How ordinary faces the century that opportunity and challenge coexist, how we meet the demand of the social development on our own initiative, and offer a suitable education service and sufficient talent support for the confineable development of the economy and the progress of the Society of our country. That is the great realistic subject that ordinary university adult education has to solve and is needed to explore it thoroughly. Taking it as an cutting point of defining the intension and category of the concept of adult education in ordinary university, this thesis reviews our country ordinary university adult education developing history, observes the trends of adult higher education in developed country, analyses the relationship between ordinary university adult education and all the life educational development, on the basis of above all, this thesis takes a combined research in both theory and reality on the question of the historical mission and developing means of the adult education of ordinary university. Its major points are: Extensive education target, flexible form, various specification, strong adaptability content and all the life quality are their remarkable characteristics. Adult education is the main channel of the all the life education who develop the space of the adult education in ordinary university at the same time; It is the main experience of adapting to the social demand on its own initiative and continue educating for the focal point with undergo job-specific training Insisting the three unified that quality, effectiveness and vigor of our country adult education in ordinary university; The inspiration form the adult education from developed country of taking all the life, internationalization industrialization and legal trend, tells us that we must widen our object, enlarge our educational space, update the instruction technology and means, perfect the codices system. It offers a good opportunity to develop in new century, and also a serious challenge that adult education of ordinary university should face. The adult education in ordinary university in the new century want to shoulder the brand-new historical mission of developing life long education, long-distance education, career education, on-the-job training, it must insists on and upgrade the idea of educating, surmount original visual field, and optimizes the structure of educating, expand social function, deepen teaching reform, persist taking education quality as the foundation. The idiographic measures are: establish the idea of all the life education, and strengthen the thought of opening running school, optimize the structure of professional structure, hierarchical structure, type, course structure and teachers' structure in order to expand the social function further, reform current teaching mode, content of courses, and teaching means, and teaching means, rigorously enforce teaching quality control method, improve inside, out side running environment and strengthen encouraging, combining efficiency, etc..
引文
[1][2]林崇德.中国成人教育百科全书(心理·教育)[M].南海出版社,1994:292.
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[4]林崇德.中国成人教育百科全书(心理·教育)[M].南海出版社,1994:300.
[5]罗树华.论成人高等教育的现代意义[J].中国成人教育,2000,9:7.
[6]关学丰,玉兰英.成人教育基础[M].中国人事出版社,1990:57.
[7]叶忠海.成人教育学通论[M].上海科技教育出版社,1997:27.
[8]丁书俊.普通高校成教与普教协同发展探析[J].中国成人教育,2006(10):25.
[9]苏俊宏.普通高校成人教育管理现状及发展思路[J].中国成人教育,2003(5):38-39.
[10]张顺行.论成人教育的信誉危机及其对策[J].江苏大学学报,2003,2(4):59-60.
[11]吴云凤.二十一世纪成人教育发展的思考[J].暨南学报,2004(6):132.
[12]王爱义.探索高校继续教育发展新模式[J].继续教育,2004(12):33.
[13]王霖.关于我国普通高校成人教育改革的思考[D].长沙:湖南师范大学,2005:16.
[14]李中国.美国成人高等教育的教学特点及启示[J].河南职技师院学报,2001,6:34.
[15]吴雪萍等.中美成人高等教育专业特点的比较研究[J].执业技术教育(教科版),2002,25:67.
[16]马小健.美国成人高等教育管理体制及其对我国的启示[J].成人高教学刊,2002,5:84.
[17]梁忠义.当代日本社会教育[M].太原:山西教育出版社,1994:95.
[18]关世雄,张念宏.世界各国成人教育现状[M].北京:北京出版社,1986:78.
[19]梁忠义.现代外国教育[M].大连:大连海运学院出版社,1988:82.
[18]余功钰.从终身教育的特点谈我国成人高等教育改革[J].中国成人教育,2000,8:34.
[19]叶立群、张维.成人教育学[M].福建教育出版社,1995:141.
[20][21]叶忠海.成人教育学通论[M].上海科技教育出版社,1997:47-48.
[22]黄尧.关于构建终身教育体系和学习化社会的思考[J].中国成人教育,2000(2):37
[23]吴洪伟.美英成人高等教育行政管理体制比较及对我国的启示[J].湖北大学成人高等教育学院学报,2003(2):48.
[24]邹群玲.论我国普通高校成人教育管理模式的改革[J].中国成人教育2008(1):42
[3]林崇德.中国成人教育百科全书(心理·教育)[M].南海出版社,1994:300.
[4]林崇德.中国成人教育百科全书(心理·教育)[M].南海出版社,1994:300.
[5]罗树华.论成人高等教育的现代意义[J].中国成人教育,2000,9:7.
[6]关学丰,玉兰英.成人教育基础[M].中国人事出版社,1990:57.
[7]叶忠海.成人教育学通论[M].上海科技教育出版社,1997:27.
[8]丁书俊.普通高校成教与普教协同发展探析[J].中国成人教育,2006(10):25.
[9]苏俊宏.普通高校成人教育管理现状及发展思路[J].中国成人教育,2003(5):38-39.
[10]张顺行.论成人教育的信誉危机及其对策[J].江苏大学学报,2003,2(4):59-60.
[11]吴云凤.二十一世纪成人教育发展的思考[J].暨南学报,2004(6):132.
[12]王爱义.探索高校继续教育发展新模式[J].继续教育,2004(12):33.
[13]王霖.关于我国普通高校成人教育改革的思考[D].长沙:湖南师范大学,2005:16.
[14]李中国.美国成人高等教育的教学特点及启示[J].河南职技师院学报,2001,6:34.
[15]吴雪萍等.中美成人高等教育专业特点的比较研究[J].执业技术教育(教科版),2002,25:67.
[16]马小健.美国成人高等教育管理体制及其对我国的启示[J].成人高教学刊,2002,5:84.
[17]梁忠义.当代日本社会教育[M].太原:山西教育出版社,1994:95.
[18]关世雄,张念宏.世界各国成人教育现状[M].北京:北京出版社,1986:78.
[19]梁忠义.现代外国教育[M].大连:大连海运学院出版社,1988:82.
[18]余功钰.从终身教育的特点谈我国成人高等教育改革[J].中国成人教育,2000,8:34.
[19]叶立群、张维.成人教育学[M].福建教育出版社,1995:141.
[20][21]叶忠海.成人教育学通论[M].上海科技教育出版社,1997:47-48.
[22]黄尧.关于构建终身教育体系和学习化社会的思考[J].中国成人教育,2000(2):37
[23]吴洪伟.美英成人高等教育行政管理体制比较及对我国的启示[J].湖北大学成人高等教育学院学报,2003(2):48.
[24]邹群玲.论我国普通高校成人教育管理模式的改革[J].中国成人教育2008(1):42