The development of secondary education in Japan after World War II

The basic pattern of contemporary secondary education in Japan was laid down in the years immediately after the Second World War. Secondary education is divided into a lower and an upper stage. The main characteristic of the lower stage is the combination of compulsory subjects and elective subjects. This article shows how the attempt to organise upper secondary education along American lines with comprehensive high schools controlled by elected school boards has given way to a structure more in keeping with Japanese needs. However, co-education in upper secondary schools has taken firm root in Japan. The article concludes with a list of major policy issues in Japanese secondary education today.     

北京市中高等职业教育衔接问题的分析

通过对北京市中等职业教育和高等职业教育衔接现状的分析,指出当前衔接中存在的问题,并试图提出解决问题的若干对策。     

晚清中学教育发展的历史考察

清末中学出现之后,中国才真正拥有了从小学、中学到大学的三段制学制模式。它的出现和发展是中国教育近代化的一个重要标志,同时也促进了封建旧教育体制的瓦解。文章主要考察了晚清中学在发展过程中所取得的成就以及存在的问题。     

Urban education in the 1970's

Having, in the past decade, spent billions of dollars on compensatory education, initiated thousands of projects, completed hundreds of studies, entered numerous judicial decisions and rulings, experienced dozens of riots and disorders, and generated whole new agencies and educational institutions, the nation's urban schools continue to operate in a vortex of segregation, alienation, and declining achievement. Various strategies and programs have been proposed for achieving equality of educational opportunity. The crisis in urban education has stimulated total rethinking about the educative process-the goals, the means, the resources, the strategies, the relationships-for all individuals, the advantaged and the disadvantaged, the majority and the minority. No panaceas exist but comprehensive planning based on the reservoir of experience, research, and theory can provide for effective learning in which the entire community becomes the site for education of urban populations.

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Résumé Dans la décennie passée, ayant dépensé des milliards de dollars pour l'éducation compensatoire, inauguré des milliers de projets, terminé des centaines d'études, participé à de nombreuses décisions juridiques, subi des douzaines d'émeutes et de désordres, et engendré des établissements entièrement nouveaux et des institutions pédagogiques, les écoles urbaines du pays continuent à fonctionner dans un tourbillon de ségrégation, d'aliénation, et de déclin dans les résultats. Des stratégies et des programmes variés ont été proposés pour atteindre l'égalité dans l'éducation. La crise de l'éducation urbaine nécessite qu'on repense totalement nos idées du processus éducatif-les buts, les moyens, les ressources, les stratégies, les relations-pour tous les individus, avantagés et désavantagés, la majorité et la minorité. Il n'existe pas de panacées mais une planification intelligente, basée sur l'expérience, la recherche, et la théorie, pourra mener à une meilleure compréhension dans laquelle la communauté entière devient le site pour l'éducation de populations urbaines.

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A longer version of this paper will appear inUrban Education in the 1970's, a collection of ten lectures to be published by Teachers College Press in January 1971.     

The development of computational estimation in the transition from informal to formal mathematics education

European Journal of Psychology of Education - The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated...     

Expanding higher education: institutional responses in Australia from the post-war era to the 1970s

The history of universities in the twentieth century is, at least from the perspective of growth, a massive success. Australian higher education is no exception. Prior to the Second World War, Australia had six universities and approximately 10,500 students. Now there are in excess of one million students attending 39 institutions. In each phase of student expansion, governments have sought to make universities accessible to new segments of the community, a pattern that informs contemporary social inclusion initiatives. This paper focuses on two successive periods – the 1940s/1950s and the 1960s/1970s – during which university participation expanded. Comparing two universities which were at that time very different from one another – the University of Sydney and the University of New South Wales – I consider the ways both universities approached admissions to understand what each institution hoped to achieve in attracting students beyond the traditional elite. This helps move beyond government strategy and rhetoric to consider what universities believed was at stake as they enabled new students to enter their communities.     

中小学信息技市教育网站发展分析

本文分析了三个不同典型的中小学信息技术教育网站,总结出中小学信息技术教育网站发展的现状,提出相应的建议,并设下一个针对中小学信息技术网站的评价量表。     

中等职业教育发展的路径优化及政策建议

从中等职业教育的战略导向、办学经费筹集和投入、微观运作体系三部分出发,详细地论证了中职教育在我国未来发展的前景和具体办学方式,针对思想观念、具体运作模式、创新模式建立等方面提出了解决措施。     

加强大学与中学物理教学衔接

针对进入大学物理专业学习的新生所暴露出来的问题,结合中学和大学培养目标、教学方式和教育改革的特点,对大学与中学物理教学脱节的表现进行了分析,并就加强教学的衔接问题提出了相应的举措。     

The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education

This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.

中等师范教育改革与发展现状的思考

随着我国教育改革步伐的明显加快,处在基础教育阶段的小学教育,要求普其提供合格教师的呼声日趋强烈,这就要求中等师范教育在现有改革的基础上,除少数经济欠发达在近期还要重点继续办好一批事等师范外,其他地区要加大改革力度,有条件的中等师范可以自２我升格,不具备条件的中等师范,要与师范专科学校进行实质性合并,还有一部分要进行转型钷撤消。到２０００年,全国基本实现三级师范向两级师范的过渡。     

中学语文教学中文学教育的研究

我国文学教育的现状存在诸多弊端,狭隘的语言工具观、应试教育的实用主义思想和政治功利思想三者的结合,使文学教育远离了情与关,不利于提高学生的文学素养和人文素质。面对新时代的呼唤,中学语文教学必须走出误区,加强文学教育,弘扬人文精神。在具体的文学教育实践中应以提高人文素养为指向,以文学意蕴的习得为取向,以审美情趣的获得为导向,以纯文学的视角来阐文释意。唯有如此,才能真正发挥文学教育的功用,从而达成语文在当代条件下更好地发挥文学教育对人的精神世界的养育作用,让深厚的文学修养和人文素养固化在民族后来者的血液中,培植出代代粗壮的善根,美好的灵魂。