生命教育亟需优质载体

学校作为对学生实施生命教育的主阵地,责任重大,但如何才能更好、更有效地进行生命教育,却一直是困扰学校的问题。生命教育不同于传统的学科教育,强调的是学生在心理层面的接受与认可,并能将生命教育所倡导的精神自觉地加以理解和运用。而对于尚处在身心发育期的中小学生来说,显然,教条式的生命教育是难以奏效的，甚至会产生反作用，只有开发一批让他们赞同、欣赏，并且能够全身心投入的优质载体，让他们在亲身体验的过程中感受生命、认识生命、[第一段]     

让生命以七彩的颜色绽放--自主德育下对生命教育和生命化教育的思考

近些年“生命”一词在教育界越来越热,本文介绍了目前我国生命教育与生命化教育的现状,并对未来的研究作出了展望。     

生命教育是高校思想政治教育的重要内容

生命教育最早由美国学者杰·唐纳·华特士于1968年提出,其缘起于深刻的主客观背景。已经引起了世界各国的广泛关注。当前我国各高校不断出现的在校大学生自杀现象。引起人们的深思：生命教育有待加强。生命教育应是高校思想政治教育的重要内容。但当前高校思想政治教育活动和相关课程对其体现不足。对此,我们需要在思想政治教育过程中探索种种必要的补救措施,借以推动高校校园的和谐。促进社会稳定。     

学校生命教育的课程与非课程实施路径

当前学校生命教育的实施路径呈现多元、多样的发展态势。从课程的角度来看,专设课程是推进生命教育的最佳路径,但在专设课程开设条件尚不成熟的情况下,学科渗透课程、专题课程、主题课程、综合实践活动等非专设课程是学校开展生命教育的现实考量和路径;从非课程的角度来看,包括学校文化在内的一切育人载体都可以纳入生命教育的实施过程中来,即生命化教育的过程。     

浅谈生命教育课程的体验性

体验性是新课改的题中之义,也是生命教育课程的重要特性.本文从生命体验的概念、课程目标、课程内容、课程实施等四方面对生命教育课程的体验性进行较为详细的论述,在当今基础教育改革的大背景下,对于如何在课程实践中彰显生命教育的意义进行尝试性回答.     

中小学生命教育课程开发:问题与策略

目前,生命教育课程的设计与开发在课程基础、课程定位、课程目标、课程内容与课程实施等方面存在诸多亟待解决的问题。改进中小学生命教育课程开发的基本思路与策略是:完善课程的理论与实践基础,确立明晰的课程定位和独立的课程设置,构建分阶段、层次化的课程目标与内容体系,注重课程实施中的活动体验。     

生命教育视域下的幼儿园课程

本文将对幼儿园课程中的生命教育进行初步的探析,旨在把幼儿生命教育的理念落实到实践中去。幼儿园作为幼儿生命教育的有效场所应责无旁贷地发挥出它的作用。     

浅析学校生命教育课程的缺失与重建

"生命教育"作为学生认识生命与体验生命的手段,近年来受到广大学者们的重视.然而在我国,生命教育课程本身的缺失是阻碍生命教育实施的主要问题之一.文章以人的发展与生命教育层次为视角,审视了生命教育的内涵与本真,探讨了生命教育课程的缺失的内在原因,并在此基础上重新确立生命课程的价值取向,试图为生命教育的实施提出自己的建议.     

一种生命载体的课程资源——谈中学物理教师头脑中专业知识的储备

教师头脑中储备的专业知识，是一种生命载体课程资源，它存之有效、取之便捷且与身俱在。中学物理教师可以在语言文学、教学案例、典型习题、物理实验、故事素材等方面有意识地加以收集储备。     

Scaling up sexuality education in Senegal: integrating family life education into the national curriculum

In Senegal, school-based sexuality education has evolved over 20 years from family life education (FLE) pilot projects into cross-curricular subjects located within the national curriculum of primary and secondary schools. We conducted a literature review and semi-structured interviews to gather information regarding the scale and nature of FLE scale-up. Data were analysed using the ExpandNet/WHO framework, conceptualising scale-up from a systems perspective as composed of interrelated elements and strategic choices. Key enabling factors that facilitated the scale-up of FLE included (1) programme clarity, relevance and credibility; (2) programme adaptability to young people’s evolving sexual and reproductive health priorities; (3) the engagement of a strong and credible resource team comprising government and civil society agencies; (4) a favourable policy environment; and (5) deliberate strategic choices for horizontal and vertical scale-up. Barriers included sociocultural conservatism that creates resistance to content areas deemed to be culturally sensitive, resulting in partial scale-up in terms of content and coverage, as well as structural barriers that make it difficult to find space in the curriculum to deliver the full programme. Lessons learned from Senegal’s experience can strengthen efforts to scale-up school-based sexuality education programmes in other culturally conservative low- and middle-income countries.     

谈大学生生命教育课程的实施

生命教育课程是学校德育工作的重要组成部分和素质教育的重要内容,是开展生命教育的最基本的途径。笔者结合亲身修读生命教育课程的感受和体会,来探讨生命教育课程在高校的实施情况。     

“高职”素描教学改革刍议

在素描教学中提高学生的道德意识并与能力培养(合称“双育”)相辅相成,是创新之举。本文拟就目前高职素描教学所存在的一些问题提出具体改进措施,其主旨为注重文化知识渗透,加强理想与现实结合的训练力度,对学生进行有效的教育和启发。     

Taiwanese science and life technology curriculum standards and earth systems education

This research examines whether UK primary teachers are aware of the potential of highly able young 'scientists' and whether they differentiate their teaching accordingly. The support that the National Curriculum gives to highly able children is also examined. A questionnaire was chosen for initial data collection, followed by a semi-structured interview with teachers who sent children to master classes. Analysis would indicate that teachers recognize that children who are scientifically highly able have the capacity to use higher order thinking to perform all aspects of science investigations. There does, however, seem to be a mismatch between theory and practice. The data from the questionnaires suggest that teachers do use a variety of methods to differentiate their science teaching. There was, however, no correlation between teachers' opinions related to scientifically able children's investigative skills and the associated methods of differentiating their teaching. The interview data reinforced this further as many able children had been given limited experience of science investigations in mixed ability groups.     

人性教育:人文教育的“课程方法”

人文教育含义相对较宽 ,人性教育意旨较深。人性教育与人文教育有着不解之缘 ,人性教育形成人文教育的“课程方法”,现实中的人文教育则有“人文教育”的异化现象。人性教育不满足于人文知识一般性的授受 ,强调扌契渗于人性、人情的深层进行人文知识、人文精神教育 ,使人文教育真正成为“人文素质教育”。经过现代诠释、转换的“良知”、“良能”是构筑“人性圆周”的“圆心点”。对人文知识的人性还原 ,对文化规定的人性反省 ,对自我抉择的人性提升 ,是人文教育须重视的方法原理     

Global citizenship education: mainstreaming the curriculum?

There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.     

The Biome Project: developing a legitimate parallel curriculum for physical education and life sciences

The purpose of this article is to describe the outcomes of a parallel curriculum project between life sciences and physical education. Throughout a 6-week period, students in grades two through five became members of teams that represented different animal species and biomes, and concurrently participated in a season of gymnastics skills and competitions. It was found that both classroom teachers and the specialist physical education teacher believed the organisation of this project led to greater learning of both subject strands than would have been possible if they were taught separately. This was due to both curricular and micro-political elements that worked together to both motivate students and allow for reinforcement of content. It is suggested that the organisational features of Sport Education allow for such shared partnerships to work without trivialising the content of either subject.     

Pre-vocational education in the curriculum: the case of Norwegian lower secondary education

This article investigates the composition of the Norwegian lower secondary school curriculum with a special emphasis on pre-vocational education from a contemporary perspective. The data consist of four official national curricula enacted from the 1970s until the present. Despite differences between the curricula, the main structure of school subjects has remained stable over time. Norwegian lower secondary school curricula mainly include academic subjects, even though pre-vocational education is, to varying degrees, present in all curricula, especially amongst elective subjects. This consolidated position of academic subjects results in a consistency in the composition of the curriculum. Curriculum change is most likely to happen amongst electives and is related to changes in policy making and societal changes. Pre-vocational education is mainly included in the first and current curriculum contrary to the second and third curriculum. These findings indicate that the international policy agenda and its emphasis on the relevance of education through stressing the linkage between education and the world of work only has a minor impact on Norwegian curricula. Further, the allocation of teaching hours shows that the status of pre-vocational subjects is low compared to that of academic subjects. International policies emphasizing basic skills strengthen the academic subjects even further.