摘要
Abstract
Curriculum is the main carrier of teaching and strengthening curriculum design is an important way to accelerate the cultivation of profes-sionals.Due to the socialization property of continuing education learners,the design of continuing education curriculum needs to respond to the needs of learners'autonomy,relevance and sense of competence.The current continuing education curriculum has problems including insufficient adaptability,low participation and weak development.This study empirically analyzed 300 continuing education learners through a questionnaire survey,and found that learners'participation in curriculum design can significantly enhance their learning motivation and professional competence,but is limited by factors such as motivational alienation,space and time constraints and competency gaps.Based on the three-dimensional framework of"autonomy-relevance-compe-tence"of Self-Determination Theory(SDT),this study proposes realization paths of learners'participation in curriculum design,that is,learners'par-ticipation in curriculum objective design,learners'participation in curriculum content creation,learners'participation in curriculum activity implementa-tion and learners'participation in curriculum evaluation.Through these paths,a participatory mechanism of"demand-driven,experience-transformation and dynamic adaptation"is constructed,which can promote the transition of continuing education curriculum from hierarchical presuppositions to demo-cratic creation.关键词
自我决定理论/继续教育/课程设计/学习者参与/实现路径Key words
Self-determination theory/Continuing education/Curriculum design/Learner participation/Realization path分类
社会科学
