国内外职业教育师资培养的比较

通过对美国、韩国、日本、俄罗斯、乌克兰等国职业教育师资培养的渠道、任职资格、培训课程的比较,探讨职业教育师资的共同特点和借鉴经验,为培养适应21世纪需要的新型职教师资服务。     

Teacher‐training in People's Poland

The goal of teacher education in Poland is to provide all teachers with initial training at the same (higher education) level, but until this goal is achieved, a variety of institutions and standards will prevail.

Rapid expansion in the provision of schooling has kept up the demand for teachers, and there is still a shortage situation to which a full response cannot be made at university level, so that two‐year courses must persist for some time. Different Ministries will continue to be responsible.

The author provides a detailed analysis of the content of initial training; correct pedagogic induction is regarded as highly important, though a satisfactory allocation of time has yet to be reached. This problem is recognised by both Ministries responsible for teacher training, and important experimental work is under way.

In‐service training is highly important, both school‐based and externally provided; the various agencies are described. The training is available up to and including Doctoral level.

Many studies have been carried out of teachers and teacher‐training, and these help with the identification of current problems. These problems are frankly identified by the author, who offers a view of the directions to be followed.

Mieczyslaw Pecherski is Professor of Education at the University of Warsaw and Secretary of the Pedagogic Committee of the Polish Academy of Sciences.     

Teacher training for moral education in China

Moral education as a concept is very comprehensive in China. It is implemented in two ways, one of which is through subject‐based moral education, the other is by means of all kinds of extra‐curricular activities. There are three groups of moral educators: teachers of subject‐based moral education, Party administrators and class teachers. The initial training of these teachers is undertaken at three levels of teacher training institutions: teachers' universities, colleges or schools. Three in‐service training approaches are described and illustrated: the first takes place in teachers' universities; the second is a school‐based approach; and the third is characterized by cooperation between university and school. Challenges for the further improvement of the training of moral educators are outlined and some suggestions made.     

计划经济体制的反思--试论社会主义国家改革的必要性

计划经济体制是人类建构理性主义的产物，其实践后果主要有造成社会普遍缺乏活力、所有制关系中所有权的虚位、全能政府的产生以及社会主义民主法治的破坏。当前计划经济体制对社会主义国家的深远负面影响仍然成为其改革的障碍和阻力，因此有必要对其进行理论和实践的反思。