知识经济与教育改革

知识经济代表着世界经济的发展方向,人才开发培养是知识经济时代赋予教育的神圣使命,教育必须加大改革力度,加快发展步伐,才能为我国２１世纪经济起飞和民族复兴、为迎接知识经济的挑战提供人才支持和知识贡献。     

Educational reform and educational crisis

Even though the sciences may deserve an important and enhanced place in the curriculum, it is crucial that educators situate reforms in science education in the larger social context in which educational reforms are taking place. How and by whom reform is defined and carried out will have a significant impact on who benefits from the process. I argue that education in general has increasingly become dominated by economic interests that can lead not to enhancing equality but to its opposite. There are important ideological shifts that are occurring not only in what education is for, but in the content and control of curriculum and teaching. This has also been accompanied by an attempt to not only increase the influence of economic needs on schools, but to make education itself an economic product like all others. This will have a major impact on science education in particular, because both science and technology are seen as high-status in the transformation of education into solely an economic tool.     

中国教育传统研究与教育改革

教育史学科应受到重视,教育史工作应努力为现代教育改革提供借鉴,并应积极直接参与到教育改革之中去,而不要封闭长城民为历史陈迹后才去研究它。     

教育改革中的教师心理与管理

要办好一所学校 ,重点在管理 ,关键在教师。教育要发展 ,必须进行改革。教育改革 ,首先应当是人事制度、分配制度、管理体制等方面的改革。人事制度的改革 ,首先打破了铁饭碗 ,实行能上能下、教师全员聘任 ,公平竞争 ,择优上岗 ;在分配制度上 ,取消了平均主义 ,实行多劳多得 ,奖优罚劣 ,评优晋级也不再是比资格老了。这样一来 ,教师们感到了压力大 ,危机感增加了 ,学历不达标 ,不求上进的教师想学习了 ,都在努力为自己“充电” ,丰富自己 ,提高自己 ,以适应教育发展的需要 ,人人都想干工作 ,争着多干工作 ,都在努力争取把工作做好 ,不希望自…     

Economic growth and the international trade in educational reform

Summary The decline in foreign assistance for eduacation can be considered a tragedy. On the other hand, the elevation of education in domestic debate and the increase in trade of professional ideas on educational reform might be considered a benefit. The adjustment to these new functions on the part of development assistance agencies and international agencies familiar with the traditional rationales for educational investment will be difficult, however, in the end, their successful adjustment will be good for the field of education. Original language: English Stephen P. Heyneman (United States of America) Lead Education Specialist serving countries in the Europe and Central Asia region of the World Bank. After teaching and research in Africa, he completed a doctorate degree at the University of Chicago. He has been president of the Comparative and International Education Society, a member of the board on International Comparative Studies in Education of the United States National Academy of Sciences, and a lecturer at American University and the University of Maryland. On behalf of the World Bank, he has advised senior educational officials in many different countries and other international institutions on educational programmes.     

Going beyond the educational reform document

He was formerly Executive Secretary of the African Curriculum Organization (1976–86) and Programme Co-ordinator with the World Confederation of Organizations of the Teaching Profession (1986–88) and is the author of numerous publications dealing with education.     

The state's stake in educational reform

This article argues that the recent national reports on educational reform must be understood as manifestations of the influence of capital and the state. The considerable pressure exerted on the schools by representatives of state capitalism does not guarantee that the proposed reforms will be enacted, however. The contradictory nature of the school's location in the democratic capitalist state, coupled with various forms of teacher and student resistance to the reports' recommendations, afford the opportunity for progressive educators to strip away the mystique of the school as a neutral site and to challenge the dominant ideology.A somewhat different version of this paper will appear in Shea, C., Sola, P., & Kahane, E., (eds.),The New Servants of Power: A Critique of the 1980's School Reform Movement. Greenwood Press (forthcoming).     

科学发展观与体育教学改革

论述了在教学中落实科学发展观的现实意义，通过对体育课程目标、内容、实施和评价体系的分析，指出体育教学也要遵循科学的发展规律，使受教育的个体能够在离开体育课堂之后仍能坚持进行体育锻炼，以达到增进健康，发展身心的目的.     

学会对话--教育变革任务之一

为回应当今社会领域里出现的全球性的经济技术合作、信息革命、世界性的反恐怖主义等现象,使社会政治、经济、文化、教育、生活领域里产生较大变化,教育必须变革自身,破除传统的独白教育观念,树立对话观念.