【摘要】 远程教育无论在理论上还是在实践上 ,很大程度上均依赖于社会、文化、经济的发展 ,同时受其影响 ,受其制约。 2 0世纪 80年代以来 ,西方远程教育学者在探讨远程教育的理论和实践的视角中显露出后现代性的迹象。这种后现代性与现代性相比较 ,哪一种更适合我国国情 ,适合对我国的远程教育的研究与发展 ?从中我们可以借鉴什么 ?本文就这几个问题作了一些思考和探讨更多还原

【Abstract】 Distance Education in countries all over the world is characterized by its unique feature, that is, the employment of the technology in telecommunication and individualized self learning. Distance education, no matter in theory or in practice, depends very much on social, cultural and economic development, which, in turn, influences and restricts distance education. Therefore, the concepts and modes of distance education in different countries vary a great deal. During the 1980s, scholars in the West exploring the theory and practice of distance education showed the trace in their post modernism. How about China? To recognize the social and cultural background against which Chinas distance education is going to develop is to found its theoretical and practical base for its development featuring with Chinese character.$$$$ In the 1980s, China entered the stage of industrialization, which gained it momentum during 1990s. And now we are still in the second stage of industrialization. It is estimated that we are going to complete the whole process of industrialization in the middle of this century. While making progress towards this goal, we encounter obstructions mainly from four aspects: a large population, limited natural resources, environmental problems and unevenly developed regional economies which not only turn out as obstacles in Chinas modernization process, but also as severe mental stress in peoples minds.$$$$ From a sociological point of view, we are now in a society of a transitional stage, which means that distance education in our country is neither set in a post modern society, nor an information society, not even a modern society. It sets in a transitional society. We are now facing two great tasks: industrialization and modernization. The process of establishing modernism in China is the process of realizing modernization.$$$$ Distance education in the sense of modernism in China can solve the following problems: · Expending the range of education, improve educational equality. · Raise the cost efficiency in education in terms of teaching and investment. · Reinforcing the use of technology, improving peoples quality.$$$$Without the guideline of modernism, it is not likely that modern distance education with a Chinese character will come into being: · Modernism requires distance education be conducted by IT means, therefore, an integration of High tech and traditional way of teaching will be the characteristic of our modern distance education project. · Theories on distance education should present modernism, which means an exploration in the choices of teaching modes, way of doing research work based on the consideration of Chinas present situation. · Modernism should be taken into consideration in the implementation and operation of distance education project. · Modernism should take its account in the goals of distance education.更多还原