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1.
大学的逻辑大体上可以被看作是大学、大学教育与大学教师之间所固有的联系。从大学治理的角度探讨大学的逻辑,揭示大学、大学教育与大学教师之间的相互关系,有利于科学理解当前大学改革与发展过程中亟待解决的突出矛盾或深层次问题,对于推进以改革学术评价体系、培育大学教师市场、激发大学教师创新精神、提高学术生产力为主要内容的大学人事分配制度改革也将具有重要的理论启迪意义。 相似文献
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欧洲中世纪大学的产生影响了世界高等教育体系的建构,形成了现代大学制度的雏形。伴随社会的进步,从英国大学的自由教育理念,到德国柏林大学的教学与科研相统一理念,再到美国大学的通识教育理念,大学理念在不断迎合时代的需要中进行着传承与创新。近代以来,美国"威斯康星思想"的产生、约翰.霍普金斯大学的建立、"斯坦福——硅谷"模式的示范以及欧洲大学转型的成功,不但丰富了大学的传统职能,而且使大学与社会的联系愈加紧密,休戚相关。大学与社会和谐共存的历史发展轨迹对于实现大学的可持续发展有着重要的启示。 相似文献
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张荣伟 《集美大学学报(教育科学版》2010,11(4):50-54
大学课堂的质量直接关系到大学生的学习成效和发展高度,直接决定着一所大学的成败得失和前途命运。但是,如果大学课堂堕落为媚俗和无趣的所在,如果莘莘学子们厌倦、疏离和逃避课堂的话,何谈大学精神和大学理想?为此,有必要以"对话"的形式对当前大学课堂所存在的主要问题进行描述和评析,并在此基础上勾画大学课堂的理想图景。 相似文献
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王敏芳 《湖南师范大学教育科学学报》2011,10(4):48-52
从大学教学与大学教育满意度、大学科学研究素养培养与大学教育满意度、大学管理与大学教育满意度、大学氛围与大学教育满意度、硬件设施与大学教育满意度5个维度进行了探索。通过对全国各地高等院校的本科生进行问卷调查,将样本数据进行计量分析,从而得出相关结论及政策建议。 相似文献
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《阜阳师范学院学报(社会科学版)》2017,(3)
大学是研究、传承、融合和创新高深学问的高等教育机构。已有的对大学的研究,主要是对大学的本体和功能的研究,新修辞学理论能从新的角度揭示大学的本质。新修辞学理论既注重本体研究,又注重交际效果研究。大学修辞是大学主体以符号为媒介,实现大学目标的行为和现象。大学修辞是大学主体、社会、媒介之间互动的产物。大学修辞是大学主体做好大学事情、讲好大学故事。大学修辞不仅要关注大学的发展、国家的发展,同时关注世界的发展、人类的发展。大学修辞是国家软实力的重要表现之一,也是国际传播中的重要内容之一。中国大学面临的问题是修辞问题。 相似文献
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佟庆伟 《首都师范大学学报(社会科学版)》2009,(3)
本文试图从大学的发展轨迹,透视大学的内涵与功能的变迁;从大学的功能揭示大学的本质特征与运行逻辑;从大学的本质特征探究大学的魅力与问题,进而描绘出"大学是什么"的轮廓,为我们理性地认识大学、理解大学、办好大学提供一些启示。 相似文献
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理想是大学从无到有的动力之源,大学理想指向未来,是对大学未来的美好展望,是对大学臻于最完善境界的理性表达。大学理想使大学人有了奋斗目标,给大学发展提供不竭的动力。理念是大学心中值守的价值取向,大学的理念构建于严密的思维,是清晰且方向明确的。大学理念从理想的超越性中走向现实,是理想走向现实时的价值关涉,用以规范大学的教育实践。理论是大学不懈追求的高深学问,缘起于西方的"自由教育"传统,就是以理论养育大学人,并以她的杰出的理论奉献给社会和人类。 相似文献
10.
高等地质教育发展进入一个新时期,需要我们进一步弘扬大学精神,提高大学水平,彰显大学特色,以不辱大学使命。大学精神的核心是科学民主,求实创新。提高大学水平的关键是认真教、勤奋学、悉心研、科学管。大学要建立自己的特色与品牌,要办三型(即现代型、开放型、国际型)、四力(即贡献力、创造力、影响力和竞争力)、五强的大学(即培养爱国心和责任感强、基础理论强、实践能力强、创新意识强、组织管理能力强的五强人才)。大学的光荣使命是教书育人、创新知识、服务社会、传承文化,引领风尚。 相似文献
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高德胜 《Frontiers of Education in China》2009,4(2):252-267
Gender justice includes three basic dimensions: gender equality, respect for difference, and free choice. In reality, schools
construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and
the invisible curriculum, and the teacher’s behaviour. In terms of gender justice, the social culture and the school culture
are like two separate “circulations”, but these two circulations are of the same inner structure. However, in pursuing the
value of gender justice, we need to start from both of these two “circulations” at the same time. As a self-conscious cultural
institution, the school should recognize its own small circulation, and then pursue the realization of gender justice by all
possible means. Moreover, the more important contribution of the school is to help drive the larger transformation of gender
justice in the social culture.
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Translated from Quanqiu Jiaoyu Zhanwang 全球教育展望 (Global Education), 2007, (9): 33–38, by WANG Molin, School of Foreign Languages and Literatures, Beijing Normal University 相似文献
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Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
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丁钢 《Frontiers of Education in China》2009,4(1):1-9
Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority
for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development
by cultivating and developing the different individual learning. While individual development is a public issue, not a personal
affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its
existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical
study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness
of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
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Translated by WANG Ying from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 3–6 相似文献
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We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience. 相似文献
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The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework
if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of ‘career(s)’. Relating to the New Zealand context,
differing versions of social justice are outlined, the challenges for career education explored, and the potential for change
discussed. 相似文献
17.
曾晓东 《Frontiers of Education in China》2009,4(2):175-187
Regulation refers to governmental restrictions over enterprise in order to protect public interest. Research on governmental
regulation in China primarily focuses on public utility, and inadequate attention has been paid to regulating college tuition.
Currently, although the educational administrative agencies have successfully kept college tuition at the level of the year
2000, the governmental regulation on tuition has not achieved the effects expected because it has not been able to lower college
tuition to the level that the public is willing to accept, and it has not established any internal scientific management system
in colleges. The ultimate goal of college regulation should be establishing a healthy order among various social groups. After
tuition is capped, the priority for constructing a scientific college management system is to define the goals for governmental
regulation on college tuition. A feasible option for now is to replace cost analysis with intervention institutions and to
improve the situation of asymmetric information.
Translated by FENG Xiaojie from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(8): 33–38 相似文献
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Lisa Hochtritt Willa Ahlschwede Bonnie Halsey‐Dutton Laura Mychal Fiesel Liz Chevalier Taylor Miller Chelsea Farrar 《The International Journal of Art & Design Education》2018,37(2):287-299
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry. 相似文献
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研究型大学在国家自主技术创新中的作用 总被引:1,自引:0,他引:1
The world is increasingly merged into a global market economy, and the government’s intervention power in economy has rapidly
given way to that of science and technology. For the world’s major economic powers, indigenous technological innovation has
become a national strategy for enhancing competitiveness. Investment in scientific and technological innovation has become
the most important form of strategic investment and strategic technological industry has become a forward-looking deployment
and key priority in innovative national building. Research universities may have critical strength in and important social
contribution to indigenous technological innovation. An innovative government may achieve this by making use of the research
university’s mechanism and characteristics of technology transfer, clarifying the university—industry relationship and providing
relevant policy incentives. The article concludes with an analysis of the advantages, problems and making strategies of Chinese
research universities in indigenous technological innovation.
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Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2008, 28(2): 7–15 相似文献