文化可持续教学与多元融合

在美国,随着社会多元化和文化多样性的发展,学校教学面临着来自不同文化的学生的挑战。教学与文化关系的处理,直接关系到教学的有效性。文化同化性教学忽视甚至无视学生的种族、族群、性别、阶层、语言、文化等差异,以形式上的平等掩盖了实质上的不平等,导致少数民族学生被边缘化。文化关涉性教学不仅帮助每个学生取得学业成功,养成学生的文化能力,而且培养学生的社会政治或批判意识。但文化关涉性教学难以实现其既定目标,迫切需要一种旨在维护和促进语言、文字和文化多元化,推进学校教育民主化的教学,这就是文化可持续教学。它秉持动态文化观,认为文化是动态的、流动的和不断变化的;关注青年文化,承认青年文化反霸权的同时保持清醒的批判;注重教育主权,呼吁维护和复兴濒临灭绝的语言和文化,促进文化的多样性和社会的多元化。借鉴美国的文化可持续教学,我国的多元文化教学必须实施以课程变革为核心的学校整体变革、培养文化敏感型教师以及营构文化可持续课堂。     

Setting the Stage for Action: Teaching Social Justice in the Middle School Classroom

Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.     

From inclusion to access： Paradigm shifts in special education

From the Salamanca Statement in 1994 to the Dakar Framework in 2000, UNESCO （United Nations Educational, Scientific and Cultural Organization） has spearheaded an international movement for acceptance, equity and access in the education of students with disabilities. Inclusion, mandated in Salamanca, is considered the first step. Today, the focus is upon the identification and implementation of educational models that ensure access. This article discusses paradigm shifts taking place in special education in schools of the United States that respond to the ideals set forth in these statements： cultural competency, universal design for learning and collaborative models of assessment and instruction. Practices discussed here can provide guidance for educators worldwide as they strive toward the goals of Salamanca and Dakar.     

A “conditional” sense of fairness in assessment

Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations of examinees fair. It reduces variation in irrelevant aspects of testing procedures that could advantage some examinees and disadvantage others. However, recent attention to making assessment accessible to a more diverse population of students highlights situations in which making tests identical for all examinees can make a testing procedure less fair: Equivalent surface conditions may not provide equivalent evidence about examinees. Although testing accommodations are by now standard practice in most large-scale testing programmes, for the most part these practices lie outside formal educational measurement theory. This article builds on recent research in universal design for learning (UDL), assessment design, and psychometrics to lay out the rationale for inference that is conditional on matching examinees with principled variations of an assessment so as to reduce construct-irrelevant demands. The present focus is assessment for special populations, but it is argued that the principles apply more broadly.     

网络课程泛能化设计探讨

网络课程的教学设计不同于传统课程的教学设计。为提高网络课程的教学效果,该提出了一种新的设计方法,并着重探讨了网络课程泛能化设计的具体策略。     

论教育考试公正的平等性与差异性

教育考试公正作为一个目标和原则是社会公正的一个重要组成部分,因此它具有公正的二重性含义:一方面它包含着形式上的统一标准,另一方面在实质内容上它还要考虑差异性问题。教育考试公正的平等性表现为规则和程序平等、机会平等;教育考试公正的差异性主要表现为既要照顾地区差异、特殊考生的权利保障差异性,还要顾及性别差异性。教育考试公正就是这种差异性与平等性的有机结合。