论文部分内容阅读
本文的主题是西方远距离教育理论。远距离教育理论是一个复杂的理论体系,这可能是因为远距离教育的实施要依靠广大教育实践工作者和规划、管理工作者。我鼓励并期望中国的远距离教育研究工作者努力创建有中国特色的远距离教育理论体系。德国学者奥托·彼得斯(Otto Peters)在1973年曾提出:远距离教育理论的中心课题是,论证远距离教育形态的合理性,在这种新的教育形态中,人际间面对面交流的核心地位被放弃了。而在以往,无论是西方文明或东方文明,从2000多年前的柏拉图和孔子直到如今,上述面对面交流一直被公认为所有教育形态的必备要素和核心。恰恰是远距离教育,依据工业化和现代技术提供的可能性,用非人际的即机械的或电子的通信手段替代了原先的面对面交流。彼得斯认为,上述论题或上述观点使远距离教育理论研究有别于所有其他各类教育理论研究。西方有5名权威学者对远距离教育理论以及彼得斯的上述中心课题的研究作出了重大贡献,他们是:美国学者查尔斯·A·魏德曼尔(Charles·A·Wedemeyer)和迈克尔·G·穆尔(Michael·G·Moors),德国学者奥托·彼得斯,瑞典学者鲍尔耶·霍姆伯格(Boroe Holmoerg)和我本人。
The theme of this article is the Western theory of distance education. Distance education theory is a complex theoretical system, probably because the implementation of long-distance education depends on a large number of educational practitioners and planning and management workers. I encourage and hope that long distance education researchers in China will work hard to create a theoretical system of distance education with Chinese characteristics. The German scholar Otto Peters proposed in 1973 that the central task of distance education theory is to demonstrate the rationality of long-distance educational forms in which the core of face-to-face communication between people Status was abandoned. In the past, whether it be Western civilization or Eastern civilization, from the Platonic and the Confucius more than 2,000 years ago until now, the above-mentioned face-to-face exchanges have always been recognized as an essential element and core of all forms of education. It is precisely distance education, which is based on the possibilities offered by industrialization and modern technology and replaces the original face-to-face exchange with non-interpersonal, mechanical or electronic means of communication. Peters believes that the above issue or the above point of view makes the distance education theoretical research is different from all other types of educational theory. Five leading scholars in the west have made significant contributions to the theory of teleeducation and to Peters’s above-mentioned central topics: American scholar Charles A. Wedemeyer and Michael G. Michael G. Moors, German scholar Otto Peters, Swedish scholar Boroe Holmoerg and myself.