高中择校学生心理健康状况与择校效果的研究

调查显示:自信心最弱的学生较多分布于择校生中,自信心最强的学生全部集中于录取生,但焦虑水平两者并无明显差异;在教学条件较好的示范中学借读的中考分较高的择校生,其高考成绩优于留在原校就读的相同中考分的录取生;中考分太低的择校生,其高考成绩低于中考同分数段的录取生,即择校对他们的学习基本无效。     

Outstanding Students Should Be Encouraged to Apply for the Entrance Examinations to Key Schools

Mustering strength to run key schools successfully is one of the major tasks on the educational front. Many ordinary schools regard it as an unshirkable duty to supply key middle schools with junior high graduates who do well in their studies. Nevertheless, there are now some ordinary schools that, proceeding from selfish departmentalism, do not encourage their junior high graduates with better scholastic attainments to sign up for the entrance examination to senior grades of key middle schools. Instead, they caution the students, "If next semester you will continue to study at our school in senior grade one, we'll put you in the key class. If you apply for the entrance examination to a key school and return to our school when rejected, then it would be impossible for us to assign you to the key class." Some even warn, "You will not be accepted if you come back." In this way, a batch of students who do well in their studies are pressured not to sign up for the entrance examinations to key schools. They are afraid that they may have no opportunity to study at all if they fail in the entrance examinations. This practice is obviously wrong. If every school does things this way and every student with better scholastic aptitude does not apply for the key school, how can the key school recruit the better qualified? Where can the "better qualified" come from?     

Key Elementary and Secondary Schools Should Not Be Abolished

Of late, newspapers and radio stations at both central and local levels have published different opinions over the issue of key elementary and secondary schools. Some newspapers carried articles that concentrated on the "drawbacks" in running key schools and demanded that they be abolished so as to "let all elementary and secondary schools compete." As a pedagogic study and discussion, the move was beyond reproach. According to the report of some newspapers, however, a few provinces and municipalities even went so far as to declare the abolition of key elementary schools and the method for key middle schools to enroll the better qualified students. As we all know, it was Vice Chairman Deng who first proposed that key elementary and secondary schools be run after the smashing of the "gang of four." For this purpose the Ministry of Education convened a special conference, issued relevant documents, and has not yet made any decision concerning the abolition of the key school system. Under such circumstances, publishing in the newspapers the decision to abolish key schools has thrown people into confusion. Some people called or wrote to demand that the educational departments quickly declare the abolition of key schools, and some schools of nonkey status asked for backbone teachers from key schools. There were also people who even considered a redistribution of the facilities owned by key schools. Thus a tension has been arbitrarily created between society and the educational departments, and between key schools and schools of nonkey status. And the teaching order in many schools has been affected. All this undermines stability and unity and hampers the readjustment of educational undertakings. Personally, I believe our current endeavor to run key elementary and secondary schools indeed involves quite a few problems and conscientious efforts should be made to address them. However, all this boils down to a question of how experience should be summed up and how further efforts can be made in order to run the key schools better; under no circumstances should we thereby arrive at a conclusion that key schools should be abolished. There are several reasons for this.     

We Cannot Lower Our Standards in Recruiting League Members

We are Communist Youth League cadres at the grass-roots level in a university. On the eve of the college entrance examination every year, as we understand it, League organizations in some middle schools, in cooperation with their schools' efforts to raise the promotion rate, do a rush job of recruiting into the League students who have yet to attain the standard of a League member, so as to create conditions for meeting the requirement of enrolling the better qualified. In this way, they not only damage the prestige of the League organization but also impede the healthy growth of the young students.     

民办农民工子女学校设置标准的政策困境及解决措施

随着大量的农民从农村进入城市务工,与他们一起随迁的子女教育问题逐渐凸显。虽然大多数农民工子女进入了公办学校学习,但是,仍有一定数量的农民工子女是在各类民办的以招收农民工子女为主的简易学校就读。这类学校由于办学条件达不到地方教育部门规定的学校设置标准,大多数处于未经批准的办学状态。对于这类民办农民工子女学校的设立,国家政策走过了从模糊到明晰的道路,但问题的焦点仍在于没有一个关于此类学校的设置标准。而且,民办农民工子女学校设置标准需要放宽的要求,与民办教育法律法规形成了抵触。正视现实,酌情放宽设立条件,加强政府监管和扶持,适时修订法律法规,是解决问题的有效办法。     

Informing parents about educational options. How well are we doing?

This study explores an aspect of information delivery to parents by focusing on those who have chosen residential school placements for their children. Although most parents choose to send their deaf children to special programs in regular public schools, some do opt for residential school placements. Little is known about the foundations on which such decisions are made, and this study is a preliminary attempt to better understand parents' motives and expectations and to assess the adequacy of information provided to them. In 128 surveys from a sample of parents nationwide, a surprising number reported that they were not given information about placement options. Of those who were, many said they were dissatisfied with the information. A large proportion of the parents were satisfied with the residential school. The relationships among their reasons for this placement, their views of the advantages and disadvantages, and the information provided to them are discussed.     

美国中部地区农村教师培养举措及启示

农村教师水平的高低关系到农村教育的发展。美国中部七州针对缺乏高标准的教师、招收和留任教师存在困难、农村教师培训机构较少等问题,采取了"自我生长"战略、安排实习生农村支教、开设关于农村的课程等一系列的措施,有效的缓解由于教师缺乏带来的压力。对于我们今天培养农村教师提供了经验和教训。     

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers’ convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students’ vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers’ use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.     

“大球理论”与教育中父母及子女的权利

“大球理论”是在“自由教育”理论的基础上提出的。“大球理论”认为,父母对子女教育的希望和理想并不意味着要为子女规定固定的成长模式。父母拥有选择子女接受何种教育的权利;但同时,子女也有接受教育的自主权。关于家长在子女教育上的权利,应该既反对压制子女,同时也要公正地对待父母对孩子的殷切希望和他们为抚养子女做出的牺牲;关于子女受教育的自主权,应重视从小培养他们的自主意识,使之懂得追求心灵的自由。     

Asian Teachers in British Schools: a qualitative study

The findings of a research project on the personal and professional experience of 22 first‐generation and 11 second‐generation Asian teachers are described. Four indigenous white and two West Indian teachers were also included to broaden our research perspective. The data were collected through semi‐structured interviews. The first‐generation Asian teachers, who had qualified from India or Pakistan, had faced numerous difficulties in obtaining first teaching posts, in promotion, class‐control and in forming working relationships with white colleagues. Most first‐generation teachers complained about the racial discrimination which they have to face in their professional lives. In sharp contrast, the second‐generation Asian teachers, who had qualified from Britain, did not come across any of the abovementioned problems. The teachers’ views are also presented verbatim on a range of multi‐cultural issues: the teaching of community languages, separate schools for ethnic children, Asian parents and equality of opportunity and racism in British schools.     

Do trainee teachers harm pupil attainment? Isolating the effect of pre-service teachers on contemporaneous pupil performance in ‘high-stakes’ tests

The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained.     

‘Teaching What I Learned’: Exploring students’ Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of ‘geologic time’

According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.     

Switching Schools? A Closer Look at Parents' Initial Interest in and Knowledge About the Choice Provisions of No Child Left Behind

Whether public and private school choice initiatives usher in widespread enrollment changes or whether they cater to a small niche of students critically depends on the decisions that parents make on behalf of their children. Thus far, participation rates in most programs have proved disappointing. This article focuses on parents' knowledge of and interest in the choice provisions under the No Child Left Behind Act (NCLB), for which a miniscule percentage of qualifying students nationwide have enlisted. Drawing from a survey of Massachusetts public school parents completed in the summer of 2003, 18 months after NCLB's enactment, two basic findings emerge. First, although parents claimed to be familiar with NCLB, the vast majority of those who in fact qualified for the act's choice provisions did not know that their child's school was on the state's list of underperforming schools. Second, parents with children in underperforming schools were especially interested in pursuing alternative schooling options. This interest, however, did not derive from pointed dissatisfaction with their current schools, and it was regularly directed toward options that NCLB does not afford-specifically, private schools. An essential point underscores these findings: If advocates of NCLB are to boost participation rates, and if scholars are to accurately predict the likely scope of other kinds of school choice programs, parents require considerably greater attention than they have received up until now.     

试论高校扩招与弱势高校的生存与发展

高校扩招是我国经济、社会发展的客观需要，但也给弱势高校的发展带来了一定的困难。弱势高校是在推进高教大众化进程中“阵痛”的产物，具有师资匮乏且“跳槽”现象严重、生源质量差且数量少、办学条件滞后且科研水平不强、影响力不大且可持续发展能力弱等特点。弱势高校要生存、发展，就必须激发内在动力，提高自身素质，优化外部环境，提升学校品质。     

Upper Secondary Schools and Sparsity: The Case of Northern Sweden

Governmental reforms since the early 1990s have acted as a push factor for starting new schools in Sweden and have created options for pupils to choose a school irrespective of municipal borders. This study highlights the upper secondary school system in small municipalities in northern Sweden since the late 1990s. The analysis shows that the reforms led to more schools, and thereby also to more competition in recruiting pupils both within and across municipal borders. When the cohorts started declining, the vulnerability of the school structure became obvious. The competition generated higher costs per capita and fewer available programs in small municipalities. Furthermore, it was noted that fewer pupils attending schools in small municipalities completed their education compared to those in larger municipalities.     

Prevention of child sexual abuse in China: knowledge, attitudes, and communication practices of parents of elementary school children

OBJECTIVE: Active involvement by parents may contribute substantially to the success of school-based programs to prevent child sexual abuse (CSA). In China, little is known about parental understanding of CSA. This study investigated Chinese parents' knowledge, attitudes, and communication practices with their children about CSA. METHOD: Six hundred and fifty-two parents of Grade 3 pupils of seven elementary schools in Jingzhou city, Hubei province (central China), completed an anonymous questionnaire (response rate=81%). RESULTS: More than 95% of respondents agreed that elementary schools should provide programs to prevent CSA and were willing to have their children participate in such programs. Although nearly all parents talked with their children about stranger danger, they were much less likely to talk specifically about sexual abuse. Many parents personally lacked basic knowledge about characteristics of perpetrators, the sexual abuse of boys, and nonphysical consequences of CSA. About half (46.8%) expressed some concern that CSA preventive education could cause their children to know "too much about sex." Contrary to expectations from research in western nations, parents who talked with their children about CSA did not have better knowledge or more supportive attitudes to CSA prevention than did parents who said they never discussed CSA with their children. CONCLUSION: This study confirms and extends two recent surveys indicating strong support for the concept of school-based CSA prevention in China. However, given the apparently low levels of knowledge about CSA, even among those who talk about this problem with their children, future prevention programs should include community-wide efforts to educate adults to ensure that parental advice is accurate and hopefully, effective.     

儿童钢琴启蒙教学初探

全面推进素质教育的今天,学前教育越来越得到重视,钢琴学习成为我国儿童学前教育的首选乐器。在儿童钢琴启蒙教学中,需要确定学琴的年龄、选择合格的教师,确立正确科学的学琴方法,培养学生持之以恒的学习兴趣。     

五年制英语教学存在的问题及其对策

五年制高职学生文化基础相对差,给教学带来了较大困难。针对目前教学中存在的问题,教学内容、教学方法、教材的选用等应根据学生的实际考虑。在教学中应重视学生的情感因素,改进教学手段,充分开展课外教学活动,构建英语学习的校园环境。此外,还应加强师资队伍建设,定期举行教学研讨会,加强教师之间的交流。     

The dilemmas of school choice: do parents really ‘choose’ low-fee private schools in Delhi,India?

The growing number of private schools in India, especially those accepting children from underprivileged households, has been considered demand driven. In contrast to this understanding, this paper argues that low-income parents in Okhla and Badarpur in Delhi, India, are compelled to send their children to private unaided recognised and unrecognised schools. These schools are used as interim schools during primary or elementary grades because of the perceived danger of sending younger children to distant government schools. Our findings show that parents encounter school choice dilemmas in three stages. Parents prefer sending their children to government schools, but being Muslim, they also prefer faith-based teaching in an Islamic environment, which they expect from government schools but not from private schools. Moreover, they prefer schools that offer all grades, do not charge fees, and have honest teachers who teach effectively, are dedicated and affectionate, and will instil discipline in their children.     

A Review of the Empirical Research on Private School Choice

Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools.