知识社会和成人学习

未来的知识社会是以人为本，以知识经济为主体、以知识管理为纽带的学习社会。知识社会的成人学习是与时俱进的学习，是普遍建立在远程开放及网络条件基础上的学习，是伴随终生的学习，成人学习是权利与责任的统一，是实现和展示人生价值的统一。     

学习化社会的知识传播

学习化社会的基本特征主要表现在学习性、主体性、发展性、开发性和服务性等方面;现代学习化社会的时代特征是现代社会的终身教育和人的终身学习;学习化社会的知识传播已从传统的教育园地——学校扩展到社会(区),政府在促进学习化社会的互动、各要素以协调与合作中起着主导性作用;学习化社会知识传播的目标是实施全面的素质教育。促进人的全面发展;学习化社会是迈向知识社会的必经之路。     

Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists’ knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners’ prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.     

知识社会和知识社会中的教师

知识社会的根本特征是:知识是推动社会发展的根本动力;"知识型工人"是知识社会的主力军;学习和教育将成为知识社会的中心;"创造性鸿沟"将会加大;道德问题将会凸现,社会不平等将会加剧.知识社会要求教师的教学不但要面向知识社会,做知识社会的催化剂,而且还要能超越知识社会,做知识社会的应对者.这一要求应该成为教师职业的最高理想.     

学习型社会的知识谱系及其结构关系

在当下关于学习型社会的认识与建设上,主要存在着两个问题:一是在思想上偏重于技术与制度设计等实用方面,二是在总体上显得比较抽象与空泛。学习型社会在学习的具体内容上,至少应包括五种知识谱系:一是哲学知识谱系,二是政治知识谱系,三是实用知识谱系,四是伦理知识谱系,五是审美知识谱系。其结构关系可以分为三层:一是哲学与政治的层面,集中体现了最高的发展理念与现实发展的指导思想。二是实用知识的层面,既是哲学语境中发展理念的"感性显现",同时也是政治上的现实发展目标的具体实施手段。三是伦理知识与审美知识的层面,与前两个层面不同,美学与伦理学提供的是两种具有超越意义的生命活动方式,并划定了学习与教育的人文空间。     

The Honour of the Science Teacher: Pupils, Knowledge, and Society

This address covers several aspects of a teacher's "sense of honour." There is the professional honour we accord ourselves as members of a group who have shared working values. This is shown to be seriously at risk in today's world of distrust in all experts. Research evidence helps to show how, through practice and reconstructed autobiography, teachers develop an important functional sense of personal identity. Pupils form a large part of the content of this practitioner honour, although the teachers' relationship with them is carefully distinguished from that between parent and child. It is further argued that the teachers' pedagogic knowledge of science is, and indeed should be, closer to post-modern epistemology than to the abstract logical approach taken during the Enlightenment. The final section looks at society's changing demands on education and how this affects teaching, teachers, and their sense of honour in the tasks they undertake.     

Lifelong Learning and Underemployment in the Knowledge Society: A North American perspective

The knowledge society is alive and well with adults engaged in unprecedented high levels of formal schooling, continuing education courses and informal learning. The 'knowledge economy', however, is still illusory. There is serious underemployment of people's learning capacities in current workplaces. This underemployment has several dimensions: the talent use gap; structural underemployment; involuntary reduced employment; the credential gap; the performance gap; and subjective underemployment. This article documents both extensive lifelong learning and massive underemployment in Canada and the USA. I suggest that this gap can be adequately addressed not by still more emphasis on lifelong learning, but rather by substantial economic reforms.     

知识社会中"工作成人"学习的基本特征

知识社会赖以立基的知识是“客观性知识”、“准入性知识”，“开放性知识”，“速变性知识”。与之相应，知识社会中工作成人的学习将具有明显的“技术性”特征、“功利性”特征、“个体性”特征及“全程性”特征。     

Teacher Stress in the Low-Trust Society

Stress is a widespread feature of work in teaching. Recent accounts of teacher emotions and cultures of teaching have noted that unsatisfactory social relationships with adults, e.g. colleagues, headteachers, parents and inspectors, elicit hostile emotions from teachers and appear to be a source of stress in teaching. This article examines why this should be the case. Some commentators have used labour process theory to argue that the intensification of work and government policies promoting managerialism in schools are the roots of the problem. This article uses qualitative data from a study of primary teacher stress to examine staff relationships in the primary school. It argues that while intensification of teachers' work is certainly involved in eroding positive staff relationships, it is also the changing trust relations in high modernity that are shaping the social relations of low-trust schooling, and impacting negatively on teachers' physical and emotional well-being and their collegial professional relations.     

Teacher Knowledge and the Disjunction between School Curricula and Teacher Education

As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge.     

知识经济时代建设学习型社会与图书馆的作用

建设学习型社会是知识经济时代的本质要求。图书馆在建设学习型社会中有着巨大作用：图书馆丰富的学习资源为全民学习提供了物质条件,先进的服务理念为全民学习提供了精神支持,强大的资源存储功能为建设学习型社会提供了交流平台,积极倡导全民阅读为建设学习型社会提供了动力。     

冲突性学习:组织中知识创新的驱动力

本文在界说组织学习中的知识以及冲突性学习概念的基础上,构建了一个冲突性学习在交往实践观中的基本框架,并从冲突性学习与组织文化的相互作用、冲突性学习与组织情感的相互作用、冲突性学习与组织学习在知识经济的全球化背景下的相互作用三个方面阐述了冲突性学习与组织学习之间的相互作用关系。     

构建学习型社会有效激励机制:知识工资方案

构建学习型社会不能停留在解放思想的讨论上。本介绍了构建学习型社会的有效激励机制之一知识工资方案。分析了知识工资方案的背景、类型、优势、缺陷及对策。对我国如何构建学习型社会具有现实的指导意义。     

权力/知识共同体的发展与规训社会的形成

权力与知识并肩而行.在福柯看来,规训制度经历了旧制度、古典时期以及现代三个发展阶段,每一次转变都使规训权力更加隐蔽、更加精致化,并衍生出相应的知识体系.在现代社会中,学校成为权力/知识共同体中的重要一员,与监狱、工厂、医院等机构联合起来执行规训权力,而规训社会也由此形成.当权力/知识共同体吸纳学校教育之后,规训制度也更加高效地实现了行使权力和生产知识的功能.这种分析为我们理解学校教育提供了一个新的视角,有助于教育者在实践中更加慎重.     

西方教师知识与教师专业发展研究述评

在西方教育研究领域,教师知识作为教师认知世界中稳定和基础性的一部分,一直是教师教育与发展的一个核心议题。随着教师知识认识论的变化,其研究内容也随之在演变和扩展:从教师知识分类研究发展到教师实践知识研究。知识观的转向必然会导致教师发展范式的转变,而这些变化对推动我国教师教育研究与发展具有一定的借鉴意义。     

信息社会教师压力探源

教师是当今社会上承受压力较高的群体之一。信息技术催生知识经济时代,引发教育及课程改革,从而给当今教师群体带来了新的压力。压力不仅源于新的技术,更源于相关技术营造的环境。首先,从教师职业固有因素这一方面,分析社会寄予教师的期待所带来的压力,这种期待包括信息技术环境下社会对教师角色的新期待以及对教师素质的新要求;其次,从作为系统因素的教育改革、课程改革等入手,分析这些变化带给教师压力的形成机制;最后,外界情境能否使教师产生压力,产生多大压力,在很大程度上取决于个体的主观认知。     

Theoretical and Experiential Knowledge in Teacher Education

The author analyses the relationship between theory and practice in teacher education by means of a grid, constructed from two traditional distinctions of knowledge made in philosophy. It is argued that the experiential knowledge of that and how underlies all education, but that it must be expanded by mediated knowledge of that and how. This knowledge originates from scientific research. In order to understand the epistemic nature of research‐based knowledge, intending teachers must learn methods of inquiry and apply them to research questions which they themselves have posed. Secondly, the application involves putting the theoretical and thinking models of teaching into practice in classroom teaching. As a concrete example, the author reviews how theory and practice are integrated in the Finnish system of teacher education.     

Student and Teacher Perspectives in Computer-Mediated Learning Environments in Teacher Education

Rapid advances in technology, particularly with the Internet, have led to the availability of numerous tools to support teaching and learning. This study involved the use of an Internet application, Connecting Communities of Learners (CCL), in courses for prospective teachers. Unlike earlier studies involving the use of the CCL, the context of this study related to full-time graduate students who used the CCL to augment weekly face-to-face instruction. An interpretive study was undertaken to ascertain student and teacher perceptions of the learning environments associated with the use of the CCL. Through the use of the CCL, students were able to be autonomous in regard to their own learning, co-participate with their peers and the instructor, and establish and maintain a community of learners in which participants could interact with others as co-teachers and co-learners. The CCL was perceived as a useful tool for building learning environments in which all participants can contribute written texts as evidence of what is known and as objects from which others can learn. This revised version was published online in July 2006 with corrections to the Cover Date.