抗日根据地干部在职教育的经验和启示

抗日根据地的干部教育，是关系到整个中华民族胜败存亡的根本性、全局性、关键性问题。中共领导的抗日根据地，通过多种多样的办学形式，提高在职干部的理论水平，从而开创了独具特色且极具成效的干部教育模式，在我国的干部教育史上以及成人教育史上积累了极为丰富的经验，留下了宝贵的启示。     

晋绥革命根据地干部教育正规化研究

抗战初期,晋绥革命根据地创办的干部学校,虽取得了不小的成就,但也存在一系列问题。为此,根据地各个干部学校先后实施教育正规化,逐步向正规学校转变。改革后的晋绥干部教育,不仅为巩固和建设根据地输送了大批干部,而且为抗日战争的胜利和新中国的建设储备了大量人才。对其进行研究,有利于总结晋绥革命根据地干部教育的历史经验,为中国共产党在新时期的干部教育工作提供有益借鉴。     

淮北抗日根据地干部教育及成效

淮北抗日根据地是新民主主义革命时期中国共产党领导的敌后抗日根据地之一。鉴于根据地初创期干部短缺的情况及动员群众全面抗日、坚持与维护统一战线的需要,干部教育成为根据地教育工作的核心。在中共中央和淮北区党委的领导下,根据地开展整风运动整顿干部思想、创建干部学校、融入具体项目等一系列行之有效的措施促进干部教育。通过以上实践,淮北抗日根据地干部教育取得明显成效：干部政治觉悟提高,根据地得到巩固;干部文化素养提升,根据地各项工作向纵深发展;迎合了抗战需要,培养出众多抗战人才。     

浅论华北抗日根据地的干部教育和群众教育

抗日战争时期,日本帝国主义大肆进行文化思想的侵略,贯彻奴化教育.为了 粉碎日本的阴谋,华北抗日根据地展开了教育战线的对敌斗争和建设.教育在开辟、扩大、巩固和发展根据地中发挥了重要作用,取得了显著成绩和宝贵经验.     

中国教育史上的伟大变革

三、新民主主义教育思想的丰富和发展 新民主主义教育思想形成以后，在它的指导下，革命根据地的教育走上了一条正确的道路，并且在实践中不断地丰富和发展了新民主主义教育思想。     

董纯才与中国革命根据地教育史研究——纪念董纯才同志诞辰一百零五周年

教育部老部长董纯才在晚年主持进行了中国革命根据地教育史的研究工作。这项研究是全国教育科学“七五”规划中的一项国家重点课题。本文记载了董纯才主持进行这项课题的缘起、过程和影响。这对于后来者了解当年开展这项研究课题的情况,进一步研究中国革命根据地教育史将有所裨益。     

革命根据地医学教育述略

革命根据地的医学教育是在艰苦的战争环境中发展起来的。在其发展过程中创办的学校，培养的人才直接地满足了根据地的需要，而积累的经验则为发展共和国的医学教育提供了宝贵借鉴。     

什么是教育史研究？——以外国教育史研究为例

教育史研究是一门以历史研究方法论为基础，使用别人观察的科学。它是一门以现在的眼光与过去的教育史实发生联系，不断质疑、探究和寻求教育真相的科学。教育史研究应当以第一手资料为基础，重视对资料的解读，并为培养个体的历史思维方式服务。     

山东抗日根据地的教育历程

山东抗日根据地的教育,随着抗日战争发展的不同阶段,经历了恢复、发展、巩固、整顿与提高的过程。在新民主主义教育方针的指导下,在根据地党委和民主政府的领导和广大人民群众的积极支持下,根据地的教育事业从小到大由弱到强,为争取抗战的胜利培养了大批干部和各种专业人才,对提高人民群众的文化水平和思想觉悟、增强民族凝聚力、激发爱国主义情感和促进抗战的最终胜利发挥了重要作用。     

教育改革背景下的教育史研究——安徽教育学会教育史分会第十一届学术年会综述

安徽教育学会教育史分会第十一届学术年会于2011年4月16日至4月17日在安徽淮南举行。在本届年会上,与会代表围绕＂20世纪教育变革与教育家＂和＂安徽名校与教育家＂两大主题畅所欲言,深入交流,达成了广泛共识,认识到在教育大变革时期,教育史研究既面临机遇又有着巨大挑战。     

试论革命根据地的教材建设及其现实启示

革命根据地是人民战争的战略基地,性质是新民主主义性质,所以在教育方面也就相应地创立了新民主主义教育.而革命根据地的教材建设正是新民主主义教育中非常重要的一个环节,且依据正确的理论在当时特定的历史条件下取得了显著的成绩,其经验对我国当代的教材改革有很重要的现实意义.     

抗日战争时期党的干部教育

抗日战争时期，面对战争形势的迅猛发展及根据地的不断扩大，中国共产党深刻认识到了加强干部教育的重要性和迫切性。在长期深入的探索和实践中，我党采取了一系列措施，使广大干部的数量和素质都实现了空前的飞跃。这一时期干部教育具有如下特点及启示：领导高度重视是前提；灵活多样的教育教学方式是根本；理论联系实际是基本原则。     

Contextualizing distributed leadership in higher education

This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.     

论永州市爱国主义教育基地的构建

爱国主义教育基地是进行爱国主义教育、革命传统教育以及精神文明建设的重要阵地。充分挖掘永州市的爱国主义教育资源,建立爱国主义教育基地,对青少年学生进行正规化、科学化、持久化的爱国主义教育,将会大大提高我市精神文明建设的水平与质量。     

Towards leadingful leadership literacies for higher education management

This paper locates ‘leadingful leadership literacies’ as a lens for considering changing contexts for leadership and work in higher education management. It makes a contribution to higher education leadership studies by offering an empirical account of expanded notions of leadership. These extend the field beyond those unwilling to critique managerialist knowledge claims. I will argue that not only managerialist practices per se are of concern as we face discontinuous change in the sector – changes which move well beyond rationalist truth claims – but that these remain largely unchallenged and have moved into spaces that should be (re)claimed by leadership.     

Sustainable leadership and the implication for the general further education college sector

The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post‐compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector's responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post‐compulsory sector.     

试论大历史素质教育观的形成

把学习历史知识局限一隅的小历史教育观,是在特定历史条件下形成的,而当今中国社会特别是青少年人文精神缺失日益突出的现状催促我们必须树立大历史素质教育观,即历史教师的育人观、教育部门历史教学的质量观、学生的成才观和整个社会的知识观协调一致,素质教育才能落到实处。     

Action learning in virtual higher education: applying leadership theory

This paper reports the historical foundation of Northeastern University’s course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.     

Approaches to school leadership in Scandinavia

In this article I examine approaches to school leadership in Scandinavia by applying a historical lens. I start by drawing attention to some aspects of the ideology and the history of the Scandinavian education systems in order to discuss how these aspects intersect with the globalised policy trends, and where there is likely to be tensions between the global trends and the cultural and historical imperatives of schooling and school leadership in Scandinavia. The devolution of greater responsibilities to schools has contributed to a number of demands upon them, in particular on school principals, but so far, the emerging age of accountability has had only small consequences on classroom practice. My main argument is that even though there is a growing homogenisation of approaches to school leadership due to global forces, local traditions ensure that they are played out differently in national contexts.