發布時間:2019-10-19 16:46
Department pointed out that the new generation of migrant workers born in the 20th century, 80 years after the age of 16 years, in different places in order to off-farm employment based agricultural household population. In 2009, the new generation of migrant workers a total of approximately one hundred million people, China's economic and social development play an increasingly dominant role.       A new generation of migrant workers Education and Modern Distance Education of   (A) education of the new generation of migrant workers   New generation of migrant workers have become the main force of migrant workers, a huge number, qualifications and vocational training situation has greatly improved, but economic development and urban labor market demand is still incompatible. Therefore, we must carry them as soon as possible in order to improve the overall quality, training employment and entrepreneurship for the content of vocational education and training. They are eager to get an education, but the potential to be converted into explicit educational needs of the educational needs, but also for existing adult vocational education reform.   Education and training of existing patterns of migrant workers are mainly "Fuping School" model, educational model of migrant workers training vouchers, remote migrant workers employment and entrepreneurship training model, long-term adult education mode. Fuping mode which is by far the most successful training model of migrant workers, the main reason for the success is that it is a "public office to help" training an employment an interest in protecting the integration of new model training and employment of migrant workers, school orientation, educational content, operational scientific and effective way, but there is difficult to expand the education scale problems. Analysis of existing models, migrant workers can receive education and training main factors: first, the educational nature must be vocational education; Second, the content and practical, combining learning and employment; Third, low tuition; fourth, forms of learning flexible. Modern Distance Education of migrant workers meet the requirements for the form of education.   (Two) Modern Distance Education of Currently, the national recognition of qualifications of 68 networking academies, modern distance education to expand the scope of education can quickly make high-quality educational resources to the maximum extent of sharing; flexible educational, non-real-time interactive teaching and multimedia teaching resources, so that students can not time, place and form of restriction, for more fully autonomous learning, it is becoming the main form of adult education, the new generation of migrant workers become the main form of education. However, online education and educational needs of the new generation of migrant workers there is a gap between, mainly in vocational education characteristic lack of education costs are too high, rigid management model, a single approach to learning, teachers lack of respect. To meet the educational needs of the new generation of migrant workers, it is necessary to the existing network education and adult education and training of migrant workers to conduct in-depth reform, building a new type of modern distance vocational education mode.   Second, the new generation of migrant workers in the construction of modern distance education mode   The new generation of migrant workers in modern distance education mode is for the new generation of migrant workers, professional, modern distance education achieved through an educational model. Model builds on the existing online education management system reform is a prerequisite, the concept of education and vocational education reform is the basis for determining the nature of the profession and teaching content is the core, the other aspects of the reform is to protect.   (A) definition of the concept The meaning of educational model. "Education Dictionary" education model will be interpreted as "some kind of education and teaching process is organized, reflecting the active process procedures and methods." Yang soil that educational model is to achieve a certain degree of training objectives implemented organizational principles and forms of education, which includes teaching and curriculum models, and also includes the responsibility of the school setting and related units, the division of tasks and time allocation. In this paper, the new generation of migrant workers in modern distance education model is based on modern information and educational technology for the realization of certain training objectives of the education and teaching activities of the organization process, reflecting the active process procedures and methods, including the management system, Teaching and education evaluation.   (Two) the new generation of migrant workers in modern distance education model that contains the contents of the 1 Linear education management system. We must first clear the government, businesses, schools, students are education and management of multiple subjects, should have the right to participate in the management of discourse, should constitute the primary responsibility of school, government guidance, the Quartet to participate in the management of the main mode. Education is a new generation of migrant workers nationwide education program, covering a wide range of management mechanism is obviously more mature TV system is undertaking this program of choice. But it should be relying on the TV system, an independent management, the external structure of the national education authorities a management committee - management center a linear learning center management system. Determine whether a state department of education administration for this exercise of governmental authority, macro-management education and supervision; composed of community representatives to participate in the management committee is the highest authority, the main exercise "government + corporate + School + Student" integrated authority responsible for deciding important matters of education; relying on Central TV, the establishment of the new generation of migrant workers in Modern Distance Education Management Center (hereinafter referred to as Management Center), the management center is responsible for all educational work; management center set up under System Based TV Learning Center, responsible for the implementation of the work item. Linear management system combines the scientific nature of the modern university system and the development of modern distance education in our country's reality, could become the new generation of migrant workers in modern distance education management system.   2 stepped teaching. The new generation of migrant workers in modern distance education needs to include secondary, tertiary, undergraduate and above levels of education at all levels for different content, to take a different form of teaching, forming stepped teaching. The process of teaching students from admission to graduation, including all the activities:     First, the level and schooling. In 2009, at the age of 30 of the new generation of migrant workers who have received high school and higher education has increased above 26%, or nearly 74 million new generation of migrant workers who had only received secondary education and below. They want to get better career development, we need to accept compensation for secondary and higher education levels. This requires us to increase secondary levels of education, according to secondary school, college and university to implement different levels of different maturities flexible educational system.     Second, the nature of education and training goals. Explicit generation of migrant workers modern distance education is vocational education, rather than ordinary academic education. This requires education administration and school leaders, teachers, education aimed at changing the current network to enhance ideological education, foster employment, entrepreneurship and career development as the goal of the modern distance vocational education concepts. Generation of migrant workers education training objectives that companies should develop different types of labor personnel to the principle of education at different levels with different design goals. Moderate levels of education of the new generation of migrant workers, the main goal is for the purpose of employment, vocational training and technical education well junior technical personnel, skilled workers and well trained professional urban and rural workers. College or higher education level generation of migrant workers, employment and entrepreneurship goal is for the purpose of training with the professional basic theory and skills, the senior technical personnel, management personnel, with entrepreneurial abilities and qualities of entrepreneurs     Third, professional and teaching content. To the "People's Republic of occupation ceremony" Occupational categories for the basic principles of professional settings, from secondary school to undergraduate categories by occupation divided by the professional, progressively refined to docking with the division of professional positions. For employment in all stages of education, the college stage added entrepreneurship education content. Employment education, with "technology + culture" principles for the selection of teaching content, "occupation specific skills + Industry + generic skills + core skills of professional ethics" for the content, different levels and with different content and professional level of knowledge of the mix from Low to High progressively tend to specialize. This requires the existing network of professional education and teaching content more systematic reforms. Among them, the occupation specific skills can be understood as the range of National Occupational Classification ceremony into the scope of our country is divided into 1838 occupation; industry generic skills can be understood as a set of features and attributes in the same or similar occupational groups reflected the common skills and knowledge requirements can be determined at the national vocational education and training courses within a range of about three hundred kinds; core skills is narrowest, most versatile skills, is that people in his career and even necessary in everyday life, and to reflect In the specific professional activities of basic skills. Secondary levels of education should focus on improving students' core competencies, teaching content to the "core skills + professional ethics" as the basic structure, and develop their ability to adapt to the wider employment. College-level education should focus on improving students' generic skills in the industry, teaching content to the "core skills + skill + common industry professional ethics" as the basic structure of a particular industry practitioners to develop their skills. Undergraduate level education should focus on improving students' occupation specific skills, teaching content to the "common core skills + Industry + skill + occupation specific skills of professional ethics" as the basic structure, improve the overall quality and ability, based on their particular culture Post practitioners capabilities. So that from secondary school to undergraduate professional and educational content, the formation of a receipt from the professional category of professional positions for docking stepped educational structure that allows students adaptable general practitioners, and gradually grow into a profession and career specific skills expertise. In entrepreneurship education, college and university education in the creation of entrepreneurship education courses in order to approach the relevant entrepreneurship, entrepreneurial arts, entrepreneurship, entrepreneurial qualities and entrepreneurs how to obtain these methods, art, ability and quality knowledge to those who are ready entrepreneurship people, so that they learn how to start.     Fourth, practice teaching. Case of a conditional endeavor to carry out field practice teaching, guiding students to consciously work practices at work. Teaching practice software development, construction, online virtual practice environment, the use of computer technology and simulation technology for virtual experiment teaching. Students through a computer network or group independent experiments done in collaboration to improve the practical ability.     Fifth, teachers. Further improve the professional level of teachers, increase teachers' education and assessment efforts to improve distance education "double" teacher ratio. To absorb certain aspects of social and business experts into the ranks of teachers, improve teachers' professional level, is the modern distance vocational education Teachers inevitable trend.     Sixth, the teaching form. Now online education, students are almost entirely self-state. Practice tells us that in this type of self-study distance learning, the learner is difficult from the boring learning materials to identify problems and lead to interest in learning, experiential learning activities can not be the social construction process, but can not discuss with teachers in a timely manner and communicate and get feedback, because students tend to learn blindness and give up. So, just to provide the learning environment is not enough, also need to focus on learning activities are designed to provide the learning process requires counseling and support. Therefore, the education process should strengthen management and guidance, to increase interaction between teachers and students.     In the new generation of migrant workers modern distance education should be student-centered, teacher-led "Body + led" based teaching as the basic form. Teaching, curriculum responsibility should appoint teachers, tutors and online courses Regional Learning Center course tutors. In Central Administration, select subjects, experts and scholars as a responsibility of the course teachers, responsible for course delivery, resource development, examination of the question, teacher training, receiving feedback improve teaching, to create a democratic and harmonious atmosphere of teaching and so on. Divided according to geographical area and the number of students, the appointment of regional online course tutor, responsible for the integration of resources, track student learning and personalized learning support services, is responsible for the management and student work within the region of marked exam papers, summarize the teaching problems, and The feedback to the curriculum responsibilities teachers. Learning Center tutors are responsible for face to face counseling, and can not participate in a variety of ways to personalize the students face to face counseling and follow-up management. Teaching, and the body at different stages occupy different dominant position in the ladder structure formed form of teaching. In the secondary stage, teaching mainly dependent learning center tutors, teachers pay attention to emphasize the leading role of independent learning courses lower proportion. Tertiary level, students increase the proportion of self-study courses, but the self-learning curriculum should focus primarily on the basis of little more difficult courses and hands-on requirements, but the reality conditions are not met, the better practice software construction professional courses. Undergraduate student self-learning-based, learning center main duty is to manage, and now almost entirely one-way data access-based self-study is different, each course should be equipped with regional online tutors, full guide supervise student learning activities. As this education system launched Based TV, Radio and TV has a sizable team of teachers to meet the various stages of education and management requirements, so this step-like form of teaching can be achieved.     Seventh, the learning effect evaluation. Focus on skills-based assessment, both at different stages and gradually increase the proportion of cultural theory examination and difficulty. This requires examination of the existing level of form and content for deeper reforms.   3 one-stop support service model. Broadly speaking, there is a one-stop service is when the customer needs to enter a site within a given area will be able to get all of the services that may be required. Generation of migrant workers in modern distance education support services should include a one-stop-stop service at two levels, one with information service platform for one-stop service for the site, or by learning one-stop service center for the site .     Information service platform for the site with one-stop services from government, business, teaching and student information form, the Government's policy and enterprise development and employment information respectively, by the government, enterprises passed to the management center, teaching and student information center set up by the Management , bringing together all the information transmitted by the management center into a unified platform for governments, businesses, students can obtain all the information needed platform. Platform's role is to: first, government, business, management, contact center and student Quartet platform for mutual support, supervision and evaluation of services; second is to provide graduate students and businesses all basic information and credit information platform for businesses and students choose to provide two-way services; Third, is to bring together all the teaching of teaching information platform for students to provide full teaching service; fourth, is a national educational management platform, reflect students' personal situation, school management do to a land registration, National Accessibility to participate in the study, assessment.     To learn the one-stop service center for the site, by teachers, administrators and information service platform together constitute. Teachers and administrators were integrated information service platform related information, and enter the appropriate information to complete their tasks, students, government, business center to obtain the necessary information from the learning, the learning center as a subject, and through learning centers for education overall monitoring and evaluation. Learning Centre's role is to: first, to provide student support services face; secondly, to provide business support services face; Third, commitment by the government and society in monitoring and evaluation of the quality of education in the subject.     4. Third-party evaluation system. By the government, society, business, students participate in the development and implementation supervision and evaluation criteria, educational evaluation agency commissioned to complete the new generation of migrant workers in modern distance evaluation of the quality of vocational education, the formation of a third party education evaluation system. Meanwhile management center and learning center for government, businesses, students and intermediaries make evaluations. The evaluation results of the two sides on a regular basis to the public through the mass media, to form a complete mutual monitoring and evaluation mechanisms     In short, the new generation of migrant workers in modern distance vocational education model, through the realization of modern distance education, including linear management system, ladder-like teaching mode, one-stop support service model, third-party evaluation system, including the popular content vocational education mode. Explore and practice of this model will likely greatly promote the development of adult vocational education, to achieve overall quality of workers and improve their skills, thus promoting China's fast economic development.       新一代的農民工的教育和現代遠程教育   (A)的新一代的農民工的教育   新一代的農民工已經成為主力的農民工,一個龐大的數字,資歷和職業培訓情況已大大改善,但經濟發展和城市勞動力市場的需求仍然是不相容的。因此,我們必須履行他們盡快,以提高整體素質,培訓就業和創業的職業教育和培訓的內容。他們渴望得到教育,但可能被轉換成明確的教育需求的教育需求,同時也為現有的成人職業教育的改革。   教育和培訓的農民工現有的模式主要是“富平學校”的模式,教育模式的農民工培訓券,偏遠的農民工就業和創業培訓模式,長期的成人教育模式。阜平的成功模式,這是迄今為止最成功的農民工培訓模式,主要的原因是,它是一個“民辦公助”培訓就業一體化的新模式培訓和就業的農民工在保護權益,辦學定位,教學內容,科學有效的運作方式,但也有難以擴大教育規模的問題。現有的模型分析,農民工可以接受教育和培訓的主要因素:第一,教育的性質,必須是職業教育;其次,的內容和實際相結合的學習和就業;第三,低廉的學費;第四,靈活的學習形式。現代遠程教育的農民工教育的形式符合要求。   (二)現代遠程教育 目前,國家承認學歷的68個網絡學院,現代遠程教育,擴大教育范圍也迅速做出高品質的教育資源,以最大程度的靈活的教育,非實時互動式教學和多媒體教學資源的共享; ,使學生不能,更充分的自主學習時間,地點和形式的限制,它已成為主要形式的成人教育,新一代的農民工成為教育的主要形式。然而,在線教育和教育的新一代的農民工的需求有一定的差距,主要表現在職業教育的特點缺乏教育成本過高,管理模式僵化,單一的學習方式,教師缺乏尊重。為了滿足新一代農民工的教育需求,有必要對現有網絡教育和成人教育和培訓的農民工進行深入的改革,建立一種新型的現代遠程職業教育模式。   其次,新一代農民工在建設現代遠程教育模式   新一代的農民工在現代遠程教育模式是為新一代的農民工,專業,現代遠程教育,實現教育模式。模型建立在現有的在線教育管理體制的改革是一個先決條件,這一概念的專業和教學內容的核心是確定的性質的基礎教育和職業教育的改革,其他方面的改革是為了保護。   (一)概念的界定 教育模式的意義。 “教育大辭典”的教育模式,將被解釋為“某種教育教學過程組織,反映活動過程的程序和方法。”楊土教育模式實施的組織原則和形式的教育,包括教學和課程模式,培養目標要達到一定的程度,還包括學校的設置和相關單位,任務分工和時間分配的責任。在本文中,新生代農民工現代遠程教育模式是基于現代信息和教育技術的教育和教學活動的組織過程中,為實現一定的培養目標,反映活動過程的程序和方法,包括各項管理制度,教學和教育評價。   (二)新一代農民工在現代遠程教育模型,其中包含的內容 1線性教育管理系統。首先,我們必須明確政府,企業,學校,學生多學科的教育和管理,應有權參與管理的話語,應構成學校的首要責任,政府引導,四方參與管理的主模式。教育是新一代的全國農民工教育計劃,覆蓋范圍廣的管理機制,顯然是更成熟的電視系統承擔此項目的首選。但它應該依靠的電視系統,獨立的管理,國家教育主管部門的管理委員會 - 管理中心的線性學習中心管理系統的外部結構。判斷一個國家是否為這項工作的政府機關,宏觀管理的教育和監督;教育行政部門組成的社區代表參加的管理委員會的最高權力機構,主要行使“政府+企業+學校+學生”綜合機關負責決定教育的重要事項,在中央電視臺為依托,建立了現代遠程教育管理中心(以下簡稱管理中心),新一代的農民工,管理中心負責所有的教育工作;管理中心下設系統為基礎的的電視學習中心,負責實施的工作項目。線性管理系統結合了現代大學制度的科學性和現代遠程教育的發展,在我們國家的現實,有可能成為新一代的農民工在現代遠程教育管理系統。   2踩到教學。新一代的農民工在現代遠程教育中需要包括中專,大專,本科及以上學歷層次的教育,在各級不同的內容,采取不同的教學形式,形成階梯式的教學。教學的過程中,學生從入學到畢業,其中包括所有的活動:     首先,水平和教育。 2009年,30歲的新生代農民工接受過高中教育和高等教育增加了26%以上,或只接受過中等教育和以下的外來務工人員近74萬個新的一代。他們想獲得更好的職業發展,我們需要接受中等和高等教育水平的補償。這就要求我們提高中等教育水平,根據中學,學院和大學,以實現不同級別,不同到期期限的靈活的教育體系。     其次,教育和培訓目標的性質。明確一代的農民工現代遠程教育是職業教育,而不是普通的學歷教育。這就要求教育部門和學校領導,教師,旨在改變目前的網絡教育,加強思想教育,促進就業,創業和職業發展為目標的現代遠程職業教育理念。一代的農民工教育培訓的目標,公司應制定不同類型的勞動人事,教育的原則,在不同層次與不同的設計目標。中等水平的新一代的農民工的教育,主要目標是為就業,職業培訓和技術教育,初級技術人員,技術工人和訓練有素的專業城鄉勞動者的目的。大學專科以上文化程度代農民工就業和創業目標為目的的培訓與專業的基本理論和技能,高級技術人員,管理人員,企業家的創業能力和素質     三,專業和教學內容。逐步完善“中華人民共和國職業大典”的職業類別,專業設置的基本原則,從中專到本科按職業類別劃分的專業,職業崗位對接與分工。對于就業教育的各個階段,大學階段加入創業教育內容。就業教育,“科技+文化”的原則,教學內容的選擇,“職業特定技能+行業+通用技能+職業道德的核心技能”為內容,不同層次和不同的內容和專業知識的水平混合從低到高逐漸趨于專業化。這就需要對現有網絡的專業教育和教學內容更系統的改革。其中,職業特定技能可以理解為我國國家職業分類儀式的范圍的范圍分為1838職業,行業通用技能,可以理解為一組的功能和屬性,在相同或相似的職業群體反映共同的技能和知識要求,可以決定在國家的職業教育和培訓課程的范圍內約三百余種;核心技能是最窄,最多才多藝的技能,是人們在他的職業生涯,并在日常生活中甚至是必要的,反映在具體的專業活動的基本技能。中等教育水平的重點放在提高學生的核心競爭力的“核心技能+職業道德”的基本結構,教學內容,并發展自己的能力,以適應更廣泛的就業。學院級教育應著眼于提高學生的共通能力在同行業中,教學內容的“核心技能+技能+普通行業的職業道德”作為一個特定的行業從業者的基本結構,發展他們的技能。本科層次教育應著眼于提高學生的職業技能,教學內容的“共同核心技能+產業+技能+職業特定技能,職業道德”的基本結構,提高整體素質和能力,根據其特定的文化發表從業能力。所以,從中專到本科專業和教育內容,形成專業類職業崗位對接的收據加強教育結構,使學生適應能力強的全科醫生,逐步成長為一個專業和職業特定技能專長。在創業教育,大學和大學教育中開設創業教育課程,以向有關創業精神,創業的藝術,創業精神,創業素質和創業者如何獲得這些方法,藝術,能力和素質的知識,那些準備創業的人人,讓他們了解如何開始。     四,實踐教學。有條件的努力的情況下進行野外實踐教學,引導學生自覺地在工作實踐。實踐教學軟件的開發,建設,網上虛擬實踐環境,利用計算機技術和模擬技術,虛擬實驗教學。學生通過計算機網絡或組獨立的實驗協作完成,以提高實際操作能力。     第五,教師。進一步提高教師的專業水平,提高教師的教育和考核力度,提高遠程教育“雙師型”教師比例。要吸收某些方面的社會和業務專家進入教師隊伍,提高教師的專業水平,是現代遠程職業教育教師的必然趨勢。     六,教學形式。現在網上教育,學生幾乎完全自我狀態。實踐告訴我們,在這種類型的自學遠程學習中,學習者很難從枯燥的學習材料,找出問題,導致學習興趣,體驗學習活動不能成為社會建設的過程中,但不能與教師討論及時溝通和反饋,因為學生往往學習的盲目性和放棄。所以,只要提供的學習環境是不夠的,還需要專注于學習活動的目的是提供學習的過程中,需要輔導和支持。因此,在教育過程中應加強管理和指導,提高教師和學生之間的互動。     在新一代的農民工現代遠程教育應以學生為本,以教師為主導“身體+ LED”為主的教學為基本形式。教學,課程責任委派教師,導師和在線課程區域學習中心課程導師。在管理中心,選擇科目,作為一種責任,負責授課,資源開發,考試的問題,教師培訓課程的教師,專家和學者,接受反饋,提高教學,營造一個民主,和諧的教學氛圍等上。按地域面積和學生人數,委任的區域在線課程導師,負責整合資源,跟蹤學生的學習和個性化學習支持服務,負責管理和學生工作區域內的顯著考試試卷,總結教學的問題,課程責任教師和反饋。學習中心的導師負責面對面咨詢,并不能參加多種方式,以個性化的學生進行面對面的輔導和后續管理。教學,以及在不同階段的身體占據主導地位不同的教學形式,形成梯形結構。在中學階段,主要依賴學習中心導師教學,教師注重強調自主學習的課程比例較低的主導作用。大專水平,提高學生的自學課程的比例,但自學的課程應主要集中有點難度的課程和動手的要求的基礎上,但現實條件不具備,更好的做法,軟件工程專業課程。本科學生自主學習為主,學習中心的主要職責是管理,現在幾乎完全是單向的數據基于訪問的自學是不同的,每門課程應配備區域在線導師,全程導游,監督學生的學習活動。這一教育體系的推出了基于電視,廣播和電視有一個龐大的教師隊伍,以滿足各階段的教育和管理要求,因此可以實現這一步的教學形式。     第七,學習效果評價。專注于以技能為基礎的評估,無論是在不同的階段和文化理論考試和困難的比重逐步提高。這需要檢查的現有水平,更深層次的改革的形式和內容。   3一站式支持服務模式。從廣義上講,是一個一站式的服務是在客戶需要時進入某個區域內的站點,將能夠獲得可能需要的所有服務。新一代的農民工在現代遠程教育支持服務應該包括兩個層次,一個一站式服務的網站,或通過學習一站式服務中心網站的信息服務平臺一個一站式一條龍服務。     信息服務平臺網站一站式服務,從政府,企業,教學和學生信息的形式,政府的政策和企業的發展和就業信息分別由政府,企業通過管理中心,教學和學生信息中心集通過管理,將所有信息匯集在一起​​由管理中心傳送到一個​​統一的平臺,為政府,企業,學生可以取得一切所需的信息平臺。平臺的作用是:第一,政府,商業,管理,聯系中心和學生四方平臺,相互支持,監督和評價服務;第二是所有的基本信息和信用信息平臺,為企業提供研究生的學生和企業和學生選擇提供雙向服務;第三,就是把所有的教學的教學信息平臺,為學生提供全面的教學服務;第四,是一個國家的教育管理平臺,反映學生的個人情況,學校管理土地登記,全國無障礙參加學習,考核。     要學習的一站式服務中心的網站,教師,管理者和信息服務平臺共同構成。教師和管理人員的綜合信息服務平臺的相關信息,并輸入相應的信息來完成他們的任務,學生,政府,商業中心,以獲得必要的信息,從學習,作為一門學科的學習中心,通過學習中心整體教育監測和評價。學習中心的作用是:第一,提供學生支持服務面;第二,提供業務支持服務面;三,承諾由政府和社會在主題教育質量監測和評價。   4。第三方評價體系。由政府,社會,企業,學生參與制定和實施監督和評估標準,教育評價機構委托完成的新生代農民工在現代遠程職業教育的質量評估,形成第三方教育評價體系。同時,管理中心和學習中心,為政府,企業,學生和中介機構進行評估。雙方通過大眾傳播媒介,向公眾定期評價結果,形成一個完整的相互監督和評估機制     總之,新一代的農民工現代遠程職業教育模式,通過現代遠程教育實現,包括線性管理系統,階梯狀的教學模式,一站式的支持服務模式,第三方評價體系,包括流行內容的職業教育模式。這種模式的探索和實踐,可能會極大地促進成人職業教育的發展,實現勞動者整體素質,提高他們的技能,從而推動中國經濟的快速發展