论《学记》的教育管理思想及现实意义

《学记》中蕴藏着丰富而有哲理的教育管理思想,文章从教育管理的微观视角探讨了其教育管理思想,发掘其教育管理思想的特色和精华,以继承和革新相结合的原则对其学习和研究,探讨了《学记》中教育管理思想的现实借鉴意义。     

《学记》教育管理思想新探

《学记》是中国古代最早的一篇专门论述教育教学和教育管理问题的论著 ,其中蕴藏着丰富的教育管理思想。主要包括教育管理目标、教育体系、学制系统、学校管理措施和教师管理等多方面内容 ,探讨《学记》的教育管理思想 ,发掘其特色和较少被人探究到的新意 ,对提高当代教育管理水平具有借鉴意义。     

论高校学生思想政治教育的目标管理

高校思想政治教育管理在高校思想政治教育中起着重要的作用,尤其是学生思想政治教育的目标管理的引入将会使对思想政治教育工作走向科学化、系统化。目标管理作为现代管理理论,其管理理念、管理方法等都得到了创新。从一定意义上,高校学生思想政治教育的目标管理提高了高校思想政治教育管理工作的有效性,在运用过程中,要扬长避短,充分发挥其优势,以确保高校思想政治教育管理工作的规范性。     

高职院校"人本思想"教育管理理念的创建

高职院校由于管理体制和教育对象发生了很大变化,高职院校的学生教育管理工作如何适应新的形势和发展要求,树立新的教育管理理念?本文在分析高职院校转型、教育对象变化和原有教育管理队伍状况的基础上,对高职院校学生教育管理工作提出了"人本思想"的教育管理理念,并对其内涵进行了探讨.     

高职院校“以人为本”学生教育管理思想刍议

"以人为本"由于其教育管理思想的创新性和先进性,已成为新形势下学生教育管理思想的有效途径和发展趋势。在教育实践过程中,我们应始终坚持"以人为本"的思想政治教育理念,改变传统教育方式、创新教育方法和手段,采取一般教育和差异化教育相结合、柔性教育和制度管理相结合、心理干预与心理健康辅导等不同的教育管理方法,不断提高学生教育管理工作的灵活性和实效性。     

目标管理:高校思想政治教育管理的科学之路

思想政治教育在高校教育中占有中心地位,它是一个由诸多内容构成的有机统一体,其中,思想政治教育管理起着重要的作用。目标管理理论从管理理念和管理模式对高校思想政治教育管理进行了创新,但是,对于高校思想政治教育实施目标管理的适用性及科学性,要从其含义、意义、实施措施以及注意事项等诸方面进行详细的论证,以全面加强和改进高校思想政治教育管理工作的规范性和有效性。     

目标管理:高校思想政治教育管理的科学之路

思想政治教育在高校教育中占有中心地位,它是一个由诸多内容构成的有机统一体,其中,思想政治教育管理起着重要的作用.目标管理理论从管理理念和管理模式对高校思想政治教育管理进行了创新,但是,对于高校思想政治教育实施目标管理的适用性及科学性,要从其含义、意义、实施措施以及注意事项等诸方面进行详细的论证,以全面加强和改进高校思想政治教育管理工作的规范性和有效性.     

对深圳大学新疆籍少数民族学生思想政治教育管理工作的探索

少数民族学生因为其特殊的历史、文化背景,就变成了一个特殊的群体,尤其是在内地高校更为突出．加强对新疆藉少数民族学生思想政治教育管理工作是一个现实、意义重大的课题。本文通过对深圳大学新疆籍少数民族学生思想政治教育管理工作现状的分析,提出了内地新疆籍少数民族学生思想政治教育管理工作的思路。     

外国教育管理思想述评

20世纪,教育管理在西方成为学术研究和实践活动的独特领域。自 20世纪初第一个明确培养教育管理人才的专业在美国哥伦比亚大学师范学院建立之后,当代西方的教育管理思想开始蓬勃发展,逐渐形成了百家争鸣的繁荣局面。本文试就科学管理学说、民主的人际关系学说、科层组织学说、开放系统和权变理论等最具代表的流派对当代外国教育管理思想进行述评。 　　对当代教育管理思想影响最大最早的一种学说是科学管理学说,其代表人物为美国的弗雷德里克·泰勒,其主要管理思想是：提高管理人员的工作效率,提高工人的劳动生产率。这一理论成了资本…     

从管理派的教育思想看初中语文教育——以魏书生为例

魏书生被誉为语文教育管理派的领军人物,其对教育及其规律有深入的研究和独到的见解,其语文教育思想与育人经验对当下语文教学工作者有着现实的指导意义。论文首先概括魏书生教育管理思想的内涵,进而分析其教育管理思想在语文教学中的运用,最后依据其教育教学实践,总结对当下语文教师的启示。     

试论传统教育与现代教育理论基础的异同

教育思想是教育实践行为的沉淀 ,也是理解与指导教育实践行为的依据。本文通过对传统教育与现代教育的分析 ,对他们各自的哲学基础、心理学基础和伦理学基础的比较 ,来洞悉各自理论的优缺点 ,从而为现代教育实践行为的提升提供理论基础     

泰勒模式及在教育评估中的应用

在简要叙述教育评估的发展状况和泰勒模式在教育评估中的地位与作用基础上,重点阐述泰勒模式下的教育评估指标体系,以期更加全面地认识和科学地运用教育评估的理论和方法。     

新加坡初等教育分流对西藏的启示

为满足不同经济发展对人力资本的不同需要,促进教育质量的全面提高,新加坡在初等教育阶段进行了分流改革。在介绍新加坡初等教育分流的基础上,阐述了西藏义务教育阶段进行教育分流的必要性,并对分流进行设计安排。     

Connected and entangled histories: writing histories of education in the Indian context

This article examines contestations and recent trend-setting approaches in the historiography of education in India in the post-1800 period. British colonialism created a huge rupture in South Asian society as regards the provision of education. Historians of education have asked what sorts of indigenous educational institutions and methods were present in pre-colonial India: in this context, the article discusses the work of historians who researched indigenous Indian village schools, key to educational transmission until the early nineteenth century. The educational work of the nationalist leader M.K. Gandhi inflected the work of such educational historians. The article devotes some attention to ways in which twentieth-century ‘new education’ reinvented aspects of pre-colonial South Asian education. Marxist, feminist, Dalit and Subaltern historians of education have analysed the differential and hierarchised spread of ‘western’ education in South Asia. Nonetheless, this article shows how the educational agency of Dalits, women, peasants and working people has been analysed by scholars. The article then examines recent scholarship which views the origins and growth of ‘western’ education in South Asia in the framework of transcultural transactions. It ends from the vantage point of connected and entangled histories of education, looking beyond the unit of the nation state.     

The strategy to align road safety education to the Further Education and Training band curriculum

Road safety education is a complex phenomenon which should be viewed holistically if taken into account the interconnectedness of education, infrastructure and enforcement. Effective road safety education is specifically important for learners in the Further Education and Training (FET) band, as they are active contributors to a community. The greatest criticism against road safety education is that it is aimed at changing learners’ knowledge about the subject, but not necessarily influencing their attitudes as road users. The aim of this discussion article is to explore a strategy to integrate road safety education into the formal curriculum of specifically schools responsible for the FET band. By applying the desktop research method, the article conceptualises what the specific purpose of the FET band is and what the possible focus of road safety education and training should be. The article then explores international common practices in road safety education and training, and considers the necessary synergy between education, engineering and enforcement. The article uses secondary data collected from documents which are then thematically analysed. A coordinated and comprehensive education and training strategy is needed, facilitating partnerships in various sectors to implement such education in the FET band, in multidisciplinary ways, in a contextualised curriculum.     

Presidential Address: The academic discipline of education. Reciprocal relationships between practical knowledge and academic knowledge

This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close-to-practice, and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated.     

加强少数民族大学生思想政治教育工作的再认识

从形势发展的角度,分析和思考了少数民族大学生思想政治教育所面临的形势和问题,在阐述高校学生思想政治教育内涵的同时,探讨了优化育人环境、更新教育方法及少数民族大学生思想政治教育的基本思路和发展方向。     

人类社会教育发展三形态论

在评析三种有代表性的教育发展阶段理论的基础上,根据马克思的社会发展理论,认为 人类社会教育发展可分为群体社会教育、物化社会教育、自主社会教育三个阶段或形态,并对各个教育 发展形态的特点及相互内在关系进行了系统的分析,认为目前我们正处于物化社会的教育形态阶段,教 育以智育为主,教育的发展必将步入自主化社会教育形态阶段。     

从制度经济学的角度谈农村义务教育制度改革——教育券制度试行的必要性

文章运用制度经济学的观点解释当前我国农村义务教育制度的不均衡状况:教育制度需求旺盛与教育制度供给严重不足,义务教育供给主体效率低下和义务教育正外部性的存在导致地方政府投资的积极性不高。教育券制度是解决这种不均衡的突破口,在此基础上分析义务教育券制度试行的意义。     

Secondary Education Reform and Educational Research in the Asia-Pacific Region

The strengthening and upgrading of secondary education is of great world-wide concern, since in an increasing number of countries secondary education has become the weakest link in the education chain. This article commences by examining the importance of secondary education, and then provides an overview of programme activities concerning secondary education being undertaken in countries throughout the world. The article then reports on a regional study on secondary education in the Asia-Pacific Region, commissioned by the Asian Development Bank, which examined strategic issues and policy analysis. The article concludes that there are firm foundations to secondary education in the Asia-Pacific region and that much has been accomplished in the last few decades. But, as the article shows, there is still a great deal to be done to put into place the vibrant, rich, diverse, relevant, high quality and innovative secondary education desired by countries in the region. The challenges are great, and numerous, but the future for secondary education in the Asia-Pacific region appears bright and full of promise. This revised version was published online in July 2006 with corrections to the Cover Date.