远程教育与广播电视信息传播技术的教学实践生态文化融合

摘要

In China, various reasons bring about absence and hysteresis of media structures during the process of eco-cultural integration of open distance education and radio television broadcasting technology, which has seriously affected the building of China’s Open University. To avoid the learners to meet the media exposure difficulties or lack learning interaction in learning activities, and to avoid the structure absence and development hysteresis to occur in teaching by means of educational media, China ’s Open University, based on the development characteristics, evolution logic and morphological changes of eco-cultural integration of open distance education and radio television technology, adopts the strategy of "classification guidance, partition construction, subdivision using and stratified teaching", and provides humanized and effective distance learning support services which are suitable for local circumstances, so that distance education of open universities is brought into a new historical stage.%在我国，多种原因导致了远程开放教育在与广播电视信息传播技术的教学实践生态文化融合的过程中，出现了令人遗憾的媒体结构缺位与滞后发展的现象，严重迟滞了我国开放大学的建设进程。因此，我国的开放大学不得不根据远程教育与广播电视信息传播技术教学实践生态文化融合的发展特点变化、时代演化逻辑和模式形态变迁，采用一种“分类指导、分区建设、分地使用、分层教学”的广播电视远程开放教育媒体教学的策略。针对全国各地不同的发展情况，因地制宜，要为学习者提供有效的人性化远程开放教育学习支持服务，以避免在远程开放教育教学过程中因为媒体搭配错位，而导致的学习者学习活动不能承受的媒体接触困难、学习互动缺失等尴尬的教育现象。避免广播电视教育媒体教学的结构缺位现象与滞后发展现象的发生，将我国开放大学的远程教育发展推进到崭新的历史阶段。