【摘要】 进入21世纪以来,我国终身学习、终身教育在实践发展方面取得巨大进步,逐渐形成了一条构建服务全面终身学习体系转型的发展之路。在深入探讨终身教育、终身学习与服务全民终身学习的内涵基础上,通过对我国服务全民终身学习的历程进行回顾,从正规学习、非正规学习、非正式学习三方面对其阶段特征进行了梳理与归纳。建议加强终身场域学习环境的内涵建设与融通、精准提升服务全民终身学习的质量内涵与资源整合力度、完善服务全民终身学习的教育体制与治理体系。更多还原

【Abstract】 Since the beginning of the 21 st century, China’s lifelong learning and lifelong education have made great progress in practice and development, and have gradually formed a development road of building a comprehensive lifelong learning system to serve the transformation. Based on the in-depth discussion of the connotation of lifelong education, lifelong learning and lifelong learning of whole people, this paper reviews the scale and characteristics of lifelong learning of whole people in China since the 21 st century, and summarizes its stage characteristics from three aspects: formal learning, informal learning and non-formal learning. In this regard, it is proposed to strengthen the connotation construction and integration of lifelong learning environment, accurately improve the quality connotation and resource integration of lifelong learning of whole people, and improve the education system and governance system of lifelong learning of whole people.更多还原