德育校本课程资源开发探微

文章从校本课程资源开发的国内外背景出发,对近年来我国德育校本课程资源开发的实践及其重要意义作了分析,并对推动我国德育校本课程资源开发工作提出了相应的建议。     

试论教育券在教育资源配置中的作用

将政府投入教育的钱,以教育券的形式发给学生,学生持券择校读书,不仅可以在一定的教学行政区内实现教育资源配置的公平,提高教育资源的使用效率,而且可以强烈的拉动民间资本投入教育市场,缓解我国当前教育资源严重短缺的矛盾,从而促进教育事业健康发展。     

Research in Baccalaureate Social Work Programs

There is growing consensus among baccalaureate program directors on the importance of the research curriculum in undergraduate social work education. This consensus, however, is not reflected in the practices of many baccalaureate programs which often are characterized by lack of integratino of practice and research content, and isolation between research and other segments of the curriculum. The seriousness of this problem is reflected in the frequency with which social work programs are cited by the CSWE Commission on Accreditation for concerns about, or noncompliance with, the research requirements of the Curriculum Policy Statement. This paper presents one model for integrating research in the social work curriculum. Research content is broadly identified and suggestions provided on how to incorporate that content across all curriculum areas.     

校本课程资源开发新理念的探析

《基础教育课程改革纲要》指出:学校在执行国家课程、地方课程时,应视当地社会、经济发展的具体情况,结合本校的传统和优势、学生的兴趣和需要,开发选用适合本校的课程。基于这种考虑,文章主要论述了校本课程资源开发的四个新理念:提升专业性,开发教师课程资源;弘扬主体性,开发学生课程资源;加强开放性,开发城市社区课程资源;推崇多元性,开发农村乡土校本课程资源。只有树立这些新理念,才有利于将校本课程开发落到实处。     

Charting teacher education policy in the Republic of Ireland with particular reference to the impact of economic recession

Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision.

Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system.

Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research.

Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010.

Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives.     

浅议高职管理类专业课程资源的开发与利用

课程资源开发与利用是高职院校课程改革面临的一个核心问题。针对高职院校管理类专业课程资源开发和利用过程中存在的问题进行分析研究,探索切实可行的方法：构造科学的课程资源开发与利用程序;建立课程资源遴选机制;建立教师培训机制和激励制度;构建课程资源的区域性协同开发机制。这些措施方法对高职教育大有裨益。     

我国职业教育校本课程开发思想与政策演进

职业教育校本课程开发具有多样性、联动性、整体性、差异性的特质.职业教育校本课程开发已成为职业教育课程开发的重要价值取向.从职业教育发展成功范式看,校本课程开发以其最活跃的课程功能实现着职业教育的价值,实现着学校与企业的无缝对接,并成为一种国家教育行为.未来,职业教育校本课程开发的理论研究将更加切入校本的原本内涵,校本课程开发和实践探索将更加具有个性化的特质与整体化走势,同时成为提升教师专业化水平与学校专业化程度的结合性载体.     

The politics of environmental education: a case‐study

ABSTRACT

The ‘Environment and School Initiatives’ (ENSI) project is an OECD curriculum development project based on a ‘process model’. Eleven OECD countries, excluding the UK, participated in Phase 1 (1986‐8). The author carried out a comparative analysis of case‐studies of this phase, then sought to gain government support for the participation of UK schools in the second phase of ENSI. This article tells the story of his efforts and the responses they met with. The narrative describes and analyses the complex roles and positions taken by government departments, charitable foundations and multinational companies. The negative outcome for the future of the project in England and Wales indicated that the British government were more interested in the construction of politically symbolic acts which publicly signify concern for the environment than with the promotion of effective and educationally worthwhile pedagogies for environmental education.     

关于教育投资选择的收益模型分析

在构建的教育投资收益—成本函数模型中,投资成本分为直接成本、机会成本和心理成本,投资收益分为经济收益和非经济收益,将心理成本和非经济收益转化为经济价值形式进入模型分析过程.教育效率、工资水平和就业概率等因素直接影响教育投资收益,而受教育者的天赋、当前人力资本水平、家庭和国家教育投资水平等对教育效率具有正向效应.通过比较物质资本收益率、家庭教育投资收益率和国家教育投资收益率,从短期和长期角度,对家庭、国家教育投资决策及其均衡状况进行探讨,可以看出深化教育投资需要健全教育环境、完善劳动市场、注重个体天赋和以经济社会可持续发展为目标.     

Investigating Finnish teacher educators’ views on research‐based teacher education

In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students.     

Curriculum capacity and citizenship education: a comparative analysis of four democracies

Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education.     

The perceptions of high-level officers in Cyprus about intercultural education and their underlying assumptions

Abstract

This article is based on a year‐long study of elementary to secondary transition in rural Ontario, Canada. The study considered the experience of transition for rural students within the political context of recently mandated changes to the transition years in Ontario. Research elsewhere suggests that the strong academic orientation of the secondary school creates a polarized and fragmented school culture which leads to student alienation and high drop‐out rates. These issues were regarded as less relevant in the rural area where the study took place and, thus, the teachers, parents and students who participated were sceptical about the need for change. The article examines the influence of contextual factors, including the rural setting, school structure and size, and teacher experience, on school culture and curriculum, and participants’ experiences of transition and their perspectives on change. A dialogical approach to enquiry was taken which attempted to bring together, through dialogue, the disparate views of research and participants to achieve new understandings on the critical issues of rural transition.     

关于优质远程教育的哲学思考

优质课程资源建设是实现优质远程教育的基础。远程教育实践中,必须增强课程意识,着力创建优质课程资源。课程资源建设既要有质的保证,也要有量的要求。建设远程优质课程应遵循的相关原则。     

‘Now I am free’—education and human resource development in Eritrea: contradictions in the lives of Eritrean women in higher education

Human resource development as an objective of education policy in developing countries is increasingly narrowed down to its human capital component. In Eritrea, the objective of a highly centralized human resource development strategy is to produce human capital for the advancement of the nation. This instrumentalist view ignores the fact that education is not only related to one's position in a given society, but equally to the development of personal identity and new forms of agency on an individual level—thus potentially encompassing contradictions between the individual and the common good. This paper—based on the personal histories of a sample of female students at Asmara University—discusses these contradictions in terms of these women's acceptance of and resistance to the government's plan for them. It further argues that an education system geared predominantly towards the creation of human capital is bound to do so at the expense of social solidarity.     

贴现率与内含报酬率新解

分析了贴现率和内含报酬率的含义及其相互关系，并从新的角度解释了内含报酬率，为准确理解和应用投资决策的相关方法提供了新的思路。     

小学德育校本活动课程开发策略的研究

首先提出开发校本化德育课程是解决当前小学德育教学实效性不足的重要策略,进而分析小学校本化德育课程开发对学校教育、学生发展和教师教学的价值,最后基于以上的理解,结合实践总结了学校校本化德育课程建设的三方面经验,即依据社会需要建设德育校本活动课程、让学生参与德育校本活动课程建设和依据学校特色资源建设德育校本活动课程。