[雙語翻譯]遠程教育外文翻譯--遠程教育領域的問題與決策

1、3000 英文單詞， 英文單詞，17500 英文字符，中文 英文字符，中文 5000 字文獻出處： 文獻出處：Lenar S, Artur F, Ullubi S, et al. Problems and Decision in the Field of Distance Education [J]. Procedia - Social and Behavioral Sciences, 2014, 131:111-117.Problem

2、s And Decision In The Field Of Distance EducationSafiullin Lenar, Fatkhiev Artur, Saipullaev Ullubi, Bagautdinova NailyaAbstractArticle is devoted to actual problem of modern education - to distance learning. The main ob

3、jective of article - to prove and reason distance learning as new form of education. The article gives analysis of forms of education, gives main directions of development of distance learning are, and shows differences

4、of distance learning from the traditional. It allocates problems solved by students and teachers in distance learning. It is shown that efficiency of distance learning is defined by use of pedagogical technologies which

5、underlie design and implementation of remote courses. The conclusion that distance learning can be considered as independent form of education because possesses essential differences which can't be implemented in a t

6、raditional form is drawnKeywords: distance learning, open university, information technology1. IntroductionDistance learning, having arisen at the end of the 20th century, enters 21 century as one of the most effective a

7、nd perspective systems of specialists training. Emergence and active distribution of remote forms of education is an adequate response of education systems of many countries to processes of integration occurring in the w

8、orld, movement to information society. Consortia of the leading universities representing a wide range of remote educational services are created in Europe and North America. So, DE association unites in its structure fi

9、ve thousand educational institutions in the USA. UNESCO conducts work on the organization of the virtual distributed university training in which will take place in virtual space, regardless of moving and borders, withou

10、t restrictions on time.In Russia and many other countries remote forms of education weren't applied on a large scale until recently because of a number of the objective reasons - generally because of insufficient dev

11、elopment and a wide circulation of technical means of new information and telecommunication technologies. Now technical preconditions for wide use of distance learning in education are created. Moreover, lag of implement

12、ation of DE ideas from the opportunities provided by technical means became noticeable.Obstacle for the wide introduction of DE systems is absence of developed techniques of the DE organization, including structural, met

13、hodical and organizational decisions. The purpose of this review is attempt to systematize various aspects of this problem and to consider versions of decisions on a number of questions, arising in the course of developm

14、ent of DE systems and preparations for carrying out remote occupations.Relevance of DE development is obvious to all countries of the world. For example, according to Department of Education of the USA only 43% of studen

15、ts of higher education institutions of this country are younger than 25 years, only a quarter - youth of 18-22 years. Other part of students - adult people burdened with family and business cares. Internal forms of unive

16、rsity education are rather problematic for them. Distance learning meets the requirements of modern life, especially, considering not only transportation costs, but also expenses on the organization of all system of resi

17、dent studies. That's where raising interest to DE, and not only geographically isolated from educational resources required by it; the persons, wishing to change profession; the persons who haven't got finished e

18、ducations in youth; persons who prepare for entrance to college or university; the persons, seeking to find opportunity to fill the gaps in separate courses; mobile students; children of foreign workers, military or cons

19、tantly migrating families; the trainees having physical, physiological or emotional problems; special students, that is those who seriously is engaged in art, with sports and doesn't wish to interrupt education.The m

20、ain idea of of distance education technique is creation of the educational information environment including computer information sources, electronic libraries, video and audio collections, books and manuals. Component

21、of such educational environment are both trainees, and the teachers which interaction is carried out by means of modern telecommunications. Such educational environment gives to trainees unique opportunities for acquirin

22、g of knowledge both independently, and under the guidance of teachers.While developing training courses emphasis is placed on independent work of trainees their collective creativity, carrying out mini researches of vari

23、ous level.A large number of tasks for individual study is provided, with possibility of receiving consultations daily.World experience of distance education shows that at such organization of educational process, interac

24、tion of trainees and teachers on individual basis happens much more often and more effectively, than at other forms.“The ideal model“ of DE represents integrated environment, with role definition of various components -

25、methodical, organizational, pedagogical and technological - such, as printing materials, broadcasting, television and use of computers.3. Economic expediency of DEThe system of developing distance learning is economicall

26、y expedient both for the state budget, and for trainees, in particular with transition to the international level.Use of high-quality training programs, materials, information resources by the widest range of trainees re

27、duces training cost.Possibility of concentration of intellectual and financial resources on creation of widely duplicated high-quality training materials and programs causes high level of professionalism of the trained t

28、hat is economically sound for each state.Due to the absence of “walls“ in open educational institutions maintenance costs of buildings and hostels are reduced.Expenses on moving to study and accommodation place are absen

29、t or significantly cut down.Opportunity to combine production activity and training, make training of that part of population which can't or doesn't want to interrupt a production activity economically possible.D

30、E development is necessary not only to educational institutions of new type, but also to traditional universities. First, to expand the range of provided services and to solve economic problems. Secondly, to sustain comp

31、etition from other, nonconventional developers of training courses both from their region, and from other regions and even the countries.DE divisions at traditional universities work, as a rule, at the principles of self

32、-sufficiency. Achievement of effect of economy from the scale of rendering remote educational services can make significant income.4. DE organizational modelsAnalysis of university education development in the world show