译题：联合国教科文组织开放教育资源建议书指导下的疫情期间开放教育实践指南（五）

4. Typical OER-enabled distance learning strategies

Several distance learning strategies are now using OER to provide accessible learning or diversified learning contents for students. Examples of these strategies， reported during COVID-19 outbreak， are discussed in this section.

4.1  Massive open online learning courses

OER and their offspring， Massive Open Online Courses （MOOCs）， are becoming important factors in achieving the Sustainable Development Goal 4： Quality Education （SDG4）. MOOCs are online courses that support unlimited participation and open access via the web. Particularly， MOOCs provide learning materials in an interactive way， by using videos， quizzes， instant feedback and assignments. They also support social interaction via forums， real-time chat functionality and social media. During COVID-19 outbreak， several institutions provided MOOCs for their students to maintain undisrupted learning from home.

The national public service platform for educational resources is an initiative of the central government of China in providing basic public services for education. The platform creates a network of communication， sharing and application environment for resources providers and users， and serves all levels of education. Large amounts of resources have been provided for teachers and students of schools at all levels， including digital resources that are synchronized with classroom teaching in primary and secondary school （e.g.， teaching plans， coursewares， teaching videos， course materials）， problem sets and tests database for the high school entrance examination and the college entrance examination. Additionally， the platform also provides MOOCs for students， teachers and principals of schools at all levels， and resources for vocational education， safety education， moral education， education for physical， health and art. In order to support the "Disrupted Classes， Undisrupted Learning" during the coronavirus outbreak， the ministry of education of PRC quickly launched the National Network Cloud Platform for Primary and Secondary School based on National Public Service Platform for Educational Resources. To meet the students' learning demands in this special period， appropriate resources modules of 10 topics in time were added to the platform， including epidemic prevention education， moral education， curriculum learning， life and safety education， mental health education， family education， classic reading， trip learning education， film and television education， and electronic books.

After the outbreak of COVID-19 epidemic in 2020， the Open University of China （OUC） actively responded to the call of the Chinese Ministry of Education about postponing the spring semester， and providing online learning opportunities through Open Educational Resources （OER） that everyone can access to， especially those in rural areas. For instance， the OUC has provided a course entitled the Guide for Learning and Development of Children Aged 3-6 Years for kindergarten teachers to improve their professional skills during the COVID-19 pandemic.

4.2 Simulation and open game-based learning

Educational games are one of the methods that researchers have used in order to increase learners learning motivation and engagements. In this context， to provide an engaging and innovative learning experience during the COVID-19 outbreak， Porter-Gaud School used game-based learning approaches. Specifically， twenty-three children in Zoom， connected to the open game Minecraft Education Edition. They then started working in teams of six， and collaborating together to build their ideal home for quarantine within an open game environment. Additionally， to foster the motivation of learners and support open assessment， several National Minecraft EE experts were invited to join to further assess the work of the learners and give their feedback.

4.3  Telecourses

To ensure open accessible learning experiences， during COVID-19 outbreak， for those who do not have Internet connection especially in remote areas， courses and assignments were provided via televisions.

Four channels of China Education Television started open broadcasting of primary and middle school classes across the nation covering 75 lessons on air to provide open learning experiences for those in remote areas without Internet or without cable TV. Similarly， Tunisia created a new third national TV channel during COVID-19 to provide on it daily courses for all students in all grades.

譯文

4.基于OER的典型远程学习策略

现在有几种远程学习策略正在使用OER，为学生提供无障碍学习或多样化的学习内容。本节将讨论新冠肺炎疫情暴发期间，被报道的使用这些策略的案例。

4.1 大规模的在线开放学习课程

OER和其衍生物以及慕课，已成为实现可持续发展目标4（即素质教育）的重要因素。慕课是在线课程，支持无限参与，并通过网络开放访问。特殊的是，慕课通过运用视频、测验、即时反馈和作业等形式，以交互方式提供学习材料。学生还可以通过论坛、实时聊天功能和社交媒体来进行社交互动。在新冠肺炎疫情暴发期间，一些机构为他们的学生提供了慕课，以保证学生在家持续学习，不受疫情干扰。

国家教育资源公共服务平台是中国中央政府提供教育基本公共服务方面的一项举措。该平台为资源提供者和用户创建了一个包含通信、共享和应用环境的网络，并为所有层次的教育提供服务。它已为各级学校的师生提供了大量资源，包括与中小学课堂教学同步的数字资源（例如教学计划、课件、教学视频、课程资料）、中考和高考的问题集和考试卷库。此外，该平台还为各级学校的学生、教师和校长提供慕课，并为职业教育、安全教育、德育、体育、健康和艺术教育提供资源。为了支持新冠肺炎疫情暴发期间的“停课不停学”，中国教育部基于国家教育资源公共服务平台，迅速启动了全国中小学网络云平台。为了满足特殊时期学生的学习需求，该平台及时添加了10个适当主题的资源模块，包括防疫教育、德育、课程学习、生活与安全教育、心理健康教育、家庭教育、经典阅读、旅行学习教育、影视教育和电子书。……