从“工具主义”到“人文关怀”:学校体育教学的范式转变——自组织的学校体育教学展望

从"工具主义"到"人文关怀"的体育教学范式转变正在进行,但"确定性科学观"的根深蒂固却是这种转变的最大阻碍,而自组织理论是肃清"确定科学观",从而为体育教学范式转折扫清道路的最有力工具。自组织体育教学观的研究内容主要包括体育教学自组织解释框架的宏观构建、自组织条件论、动力论、方式论、演化论等方面。     

大学体育高水平运动队建设“竞技化”的反思

中国体育高水平运动队建设即大学竞技体育起始于1986年,对大学竞技体育的发展起着推动作用。但由于发展历程较短与单纯的追求锦标主义,使其体现为社会本位的“工具化”与中国大学体育人文精神相悖,出现大学体育高水平运动队“竞技化”倾向,没有发挥大学体育培养健康与全面发展人才的现实功能。大学竞技体育目前缺乏文化底蕴和人文精神内核,它还需要历史的积淀与价值观念的转变。只有回归“人文性”,才能弥补大学体育在其发展中出现的“人文危机”。     

从叶圣陶的语文教材观谈当下小学语文教材的编写

“大工具论”是叶圣陶的语文学科性质观,同时也体现在他关于语文教材编写的相关阐述之中。通过对叶圣陶有关语文教材编写观点的梳理,结合《开明国语课本》,分析思考当下小学语文教材编写中存在的一些不良现象及其成因：当下小学语文教材编写的乱象,一者源于编写者综合学养的不足;二者也和社会商品经济大潮下人们日益膨胀的逐利心理密切相关。     

Instrumentalism amongst students: a cross-national comparison of the significance of subject choice

Both educational policies and academic literature assume that students take an instrumental approach to their studies at university. However, despite wide-ranging discussions in the academic literature about contemporary arrangements and practices in higher education, empirical examinations of these conditions are notably scarce. This article reports on a comparative qualitative study into undergraduate students’ accounts of studying business or sociology at universities in Britain and Singapore. Drawing on Eric Fromm’s distinction between learning as ‘having’ and ‘being’, the article demonstrates that – regardless of national context – those studying business displayed many elements of passive, instrumentalised, or ‘having’ orientations to learning, whilst those studying sociology showed clear signs of the more active and less instrumental ‘being’ mode of learning. By examining subject allegiance across national borders, this article underscores the importance of recognising subject choice, alongside other important contextual factors, in moving towards a nuanced understanding of student dispositions.     

Knowledge outside the box – sustainable development education in Swedish schools

Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.

Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.

Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.

Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.

Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.

Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.     

Elite power and educational reform: An historiographical analysis of Canada and the United States

In this article, I reopen some of the seminal theoretical debates among critical scholars on the nature of educational reform, arguing that there has been a consistent tendency in the literature to dismiss or downplay the significance of “instrumentalist” analyses in favour of cultural/hegemonic and structuralist explanations. As a result, education scholars who advance the instrumentalist emphasis on elite intervention in the policy process and the importance of organised class action have often been dismissed as one-dimensional and conspiratorial. To support this argument – and, by extension, those made by instrumentalist theorists – I bring together historical evidence from Canada and the United States in three historical periods: the mid-nineteenth century, the early twentieth century and post-Second World War. In each of these historical periods, I demonstrate how the structure and purpose of educational institutions were modified largely at the behest of economic elites (closely associated with political power and the professional educational establishment) in order to shape and implement a particular model of educational reform. Central to my argument is that powerful economic actors have always recognised the political nature of schooling and that elite class consciousness is and has been well-developed with respect to educational issues. The concluding section outlines the implications of my arguments for the future of educational reform.     

学生生活经验的课程价值及其实现策略

学生生活经验的课程价值可鉴定为:基于工具论的视角,将生活经验视为课程内容学习的手段;基于目的论的视角,将学生生活经验视为课程目标;基于本体论的视角,将课程视为一种特殊的生活过程。当前实现学生生活经验的课程价值的主要策略有:关注学生缄默知识,正视学生生活经验;拓宽学生生活空间,丰富学生生活经验;课程内容观照生活,联系学生生活经验。     

重评陈序经的“全盘西化”论

陈序经是海南籍著名学者,他所提出的“全盘西化”论,产生了深远影响,也受到多方非议,文章主要从三个方面评析陈氏的理论失误：一、工具论－脱离人类社会实践,无视人的双重特性,不顾人类生成的自然进程和人一展开的历史逻辑,对文化的人类性作了片面抽象。二、优劣论－不了解自然时空与历史时空不同一性,把农业文明、工业文明两种分别属于人类文化发展的不同历史阶段的文明,错误地判定为“劣败”、“优胜”品质不同的两种文明     

运动文化是工具性和人文性的统一

以身体活动为基本特征的运动文化,其思想基础是游戏理论.文章以赫伊津哈的游戏理论阐释为基点,分析了运动文化工具性与人文性的辩证统一关系.