Terry Storry (1950–2004) An obituary

Abstract

From the discussion in parts one and two there are two main points that emerge. The first is that it is difficult to identify from outdoor education literature a philosophical framework on which practice is based. Secondly, the body of outdoor education literature attaches more importance to learning outcomes relating to personal and social education than environmental education. The purpose of part three is to offer a philosophical framework and use it to consider the relationship between outdoor education, environmental education and the related concept of sustainability education. The paper starts out by looking at the development of western thought and how it has promoted the concept of epistemological dualism's. The paper then presents an alternative framework of epistemological diversity including experiential, presentational, propositional and practical ways of knowing that has particular relevance for environmental education and sustainability education. Although the prime focus of this paper is environmental education it also deals explicitly with a philosophical framework which includes experiential learning. Consequently, it has relevance to other claims made of outdoor education in particular personal and social education.     

高职艺术语文教材教法刍议

高职艺术语教学应从教材和教法方面积极探索其特殊规律，要编撰适应的新型教科书，采用适合教育对象的多种教学方法。     

‘The learning sticks’: reflections on a case study of role-playing for sustainability

Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will need. The ability of role-play pedagogy to develop these competencies was assessed through a case study of students in a first-year subject/course at an Australian university. Analysis of the students’ written comments indicate that the students were involved in significant learning, and had made substantial progress in developing five key skills for sustainability. The enjoyment and engagement they demonstrated was an added benefit of their experience and potentially of the role-play approach. While it is acknowledged that a role-play requires careful planning and support, and may be considered resource intensive, it can be argued that the student learning achieved is worth the effort.     

高职院校图书馆网络建设的思考

随着图书馆现代化程度的提高,信息全球化,服务方式全方位化已成为现代图书馆的新特点,为适应网络时代的要求,高职院校图书馆应在服务手段和管理方式上做出相应的变革,结合高职教育的发展现状,办出自己的特色,做好信息的开发和利用工作,提高全体馆员的素质,以适应网络环境下图书馆的工作要求,保障高职教育的顺利发展。     

理论的力量何以可能--潘懋元高等教育学及其研究立场

作为中国高等教育学创始人和当代高等教育学领军人物,潘懋元教授的高等教育研究及其成果无论在理论界还是在实践界,都占有着举足轻重的地位,产生着广泛而深远的影响。潘懋元高等教育学之所以具有如此力量,究其根源,就在于自始至终地秉持着本土化立场、实践化立场、平民化立场和科学化立场。     

网络环境下高校思想政治教育模式特性探析

随着信息技术的快速发展,当前网络已经成为广大大学生获取信息资源、拓展人际交流的重要渠道,网络环境对当下高校思想政治教育的影响力度逐步增强。当前网络环境下思想政治教育模式主要呈现出以下不同的特性:目标的自我教育性、教育主客体交流的平等特性、教育标准的低限度性、网络资源选择的实用性等。     

发达国家森林教育的发展及其教育启示*

森林教育是指在林地环境里,为儿童或青少年提供亲身体验的机会,以此来培养他们自信心和自尊心的一种户外学习过程与实践。英、德、美、日的森林教育发展的经验为我国的生命教育,环境教育与教学形式的多样化提供了启示与借鉴。     

潘懋元教授高等教育分类思想研究

潘懋元教授提出的高等教育分类方法将高等教育系统分为普通高等教育和高等职业教育两个子系统,将高等学校分为学科型、应用型、技能型三种类型。潘懋元教授的高等教育分类方法符合中国的高等教育实际,对高等学校的准确定位和分类发展具有重要的指导意义。     

高等教育大众化过程中值得研究的几个问题

我国自1999年高等学校扩大招生规模后,高等教育很快就跨 进了高等教育的大众化时代。过去高等教育实施的是精英教育,现在是大 众教育;大众教育并不排除精英教育,但已经不能用实施精英教育的办法 来实施大众教育。我们在高等教育扩大招生时,没有深入考虑高等教育大 众化对高等教育带来的各种变革,高等教育现还在发展中,有必要重新思 考这个问题。     

对大幅度发展我国高教规模的思考

文章针对学界提出的“要大幅度发展我国高等教育规模,以解决诸多的社会问题”的观点,通过对历史经验教训的总结,对当前国家经济发展水平、家庭及个人对高等教育支付能力、高等教育自身发展的状况及社会发展对人才的实际需要、中国高等教育大众化实现的可能性等四方面的分析,说明“大幅度发展我国高等教育规模”,在一时期内其可行性不大。     

体育教学中加强学法研究的探索

本文着重从体育教学中学法研究方面进行探索,提出了在体育教学中恰当巧妙运用适当学法,对推动学校体育从应试教育向素质教育转变有一定的借鉴作用.     

Editorial

The National Curriculum of primary schools in England and Wales sets out the statutory and non-statutory requirements for teachers. It describes the aims and goals it aspires to achieve and the content of its subjects. In this article I suggest that the statutory and non-statutory guidelines of the National Curriculum present conceptually different goals in relation to the holistic development of a student. The first section discusses the two basic aims of the curriculum, their recommended implementation and the implications they have upon the curriculum. I specifically emphasize that ‘statutory’ guidelines represent information-based knowledge and that the ‘nonstatutory’ guidelines treat value-based issues. This division of roles creates difficulties in implementing the non-statutory part of the curriculum. In the second section I demonstrate this division by using education for sustainable development as a focal point. I conclude by highlighting important issues for education and, more particularly, for education for sustainable development.     

高等特殊教育均衡发展探析

经过近30年的发展,中国高等特殊教育取得了长足进步,招生人数以及在校学生数逐年增长,高等特殊教育院校已发展到33所。但是,中国的高等特殊教育发展仍面临着严重的区域失衡问题,东部地区在学校数量、师资力量以及经费投入等方面都明显优于中西部地区。新形势下,应该在教育公平理念指导下,均衡发展中国的高等特殊教育。     

我国21世纪以来少数民族高等教育研究综述

基于中国期刊全文数据库及读秀数据库中相关文献的统计整理,获得了我少数民族高等教育研究13年来的以下结论：研究内容主要集中于内涵界定、区域研究、国际研究、公平研究、具体学科研究、前瞻性研究;研究中存在以下三个问题：研究大多为理论性研究,实证性研究较少;国际研究借鉴对象范围狭窄,集中于美国;研究者忽视了少数民族文化育人、文化育教的作用.     

Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools

Global and national agendas to achieve universal primary education and improve the ‘quality’ of school provision in developing countries have identified the need to reform classroom pedagogy. Since the 1990s, child-centred ideas in particular have been utilised in teacher-training programmes and school reforms across many parts of Africa and Asia with the intention of creating more child-friendly, democratic learning environments. Analysing episodes from classroom observations conducted in a rural Indian primary school, this paper reveals the tensions experienced by one teacher in handing over greater classroom control to pupils. It provides insight into the complex processes of pedagogic interaction, and sheds light on some of the possibilities and conditions for achieving child-centred pedagogic change in such development contexts.     

质量风险管理:我国高等教育何以应付?

高校作为一个相对独立的市场主体,也面临着各种各样的风险,把风险管理的理论和方法应用于教育质量风险的管理,是高等教育质量保障领域中开拓性的尝试。对我国当前的高等教育进行教育质量风险管理具有非常重要的现实意义和长远的战略意义。     

成人教育学硕士生培养的理性思考与现实回归

成人教育学硕士生“知识本位”的培养目标面临外在合理性与内在合法性危机,而且传统的培养模式导致教育功能弱化。因此,成人教育学硕士生的培养应采取“能力本位”的价值取向,实行开放的多元化的培养,回归成人教育学应用学科的特性。     

我国近代高等教育学制与高等教育现代化

中国近代学制的建立与发展极大地推动了高等教育的现代化进程,并在此期间受到了许多西方包括日本等国影响,但学术界对其发展过程是依附还是借鉴分别持不同观点。通过分析中国近代高等教育学制的嬗变来反思中国高等教育的现代化进程,势必对高等教育未来的发展有所帮助。     

现代化语境中的远程高等教育

远程高等教育是在分离传统高等教育的基础上产生的,远程高等教育经历了两次现代转化,它在不断消除距离障碍中重构自我。远程高等教育凝聚现代教育理念、创建现代教育结构、重视交互与对话,突现了其现代个性。