Participate In The Research On The Transformation Of Continuing Education In Canadian Universities Under The Academic Perspectiv

Continuing education is one of the important forms of university running in Canada.Canada’s tradition of social change and transformational experience in university continuing education is regarded as a world model and enjoys a good reputation in the international community.However,the domestic research and transformation experience of foreign universities in continuing education is less,and the experience and achievements of Canadian universities in continuing education have not been deeply analyzed.Therefore,the research uses literature research methods,historical research methods,and comparative research methods to deeply explore the transformation process of university continuing education in Canada,focusing on the basic characteristics and reasons of the transformation of university continuing education,summarizing the experience and shortcomings of the transformation of university continuing education in Canada,and proposing reasonable countermeasures and suggestions for the transformation and development of university continuing education in China,so as to promote the high-quality development of university continuing education in China.Based on a large number of primary literatures,this paper analyzes the transformation process of continuing education in Canadian universities,including the period of social change(1928-1945),the period of social change crisis(1946-1995)and the period of community engagement(1996 to present),thus witnessing the achievements and development characteristics of continuing education in Canadian universities in each period.Through the analysis of Canadian university continuing education transformation,it is found that the five basic characteristics of university continuing education transformation are as follows: The functional model changed from independent action to government intervention,knowledge production from expert monopoly to exchange co-production,"university—community" relations from way guidance to two to way cooperation,curriculum content from social science curriculum to multiple courses,and organizational structure from scattered to institutionalized.The global civilization crisis to be solved urgently,the driving force of university reform,the marginalization of continuing education and the widening of social differences in the implementation of continuing education all contribute to the transformation of continuing education in Canadian universities to "community engagement" from the perspective of scholarship of engagement,and promote the re-connection between universities and communities.The successful experience of the transition of Canadian university’s continuing education has a broad influence and is of broad reference to our country.In order to promote the steady development of university continuing education and achieve the transformation from large-scale to quality,the future orientation should be clear,and the positioning mode of teaching,scientific research,social service and cultural inheritance and innovation should be formed;emphasize social purpose and promote democratic participation;to optimize the teaching,research and service methods of continuing education in universities and promote the high-quality development of civic education;establish social contact system to form partnership between university and society;improve the organizational management system and establish a community of management responsibility,and put forth efforts to improve the continuing education management and running effect of Chinese colleges.