教育资源的割裂一直都是制约终身教育发展的瓶颈,我们往往将其归咎于资源拥有方、供给方的“不作为”。但换位思考,开放教育资源后,教育资源拥有方、供给方“有作为”了,在把工作落细、落小、落实上,还会面临很多问题。首先,要盘点自身人、财、物、信息等资源,统筹考虑时间、地点、区域、形式等如何安排。比如,哪些可以完全开放,哪些可以限制性开放,哪些要特别保护,“进…c出”等具体手续如何实施操作等 The fragmentation of educational resources has always been the bottleneck restricting the development of lifelong education, and we tend to attribute it to the “non-action” of the resource owner and the provider. However, empathy, open education resources, education resources owner, supplier “as a ”, in the work down, down, implementation, will also face many problems. First of all, it is necessary to take stock of resources such as people, money, materials and information, and take into consideration how the time, place, area and form should be arranged. For example, which can be completely open, which can be restricted open, which should be particularly protected, “into ... c out” and other specific procedures how to implement the operation