An educational philosophy of technical writing

This article discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. A mental merger of the private and public aspects of both knowledge and communication, transaction is a meaning‐making process, variable and unique, although similar situations lead to similar transactions. Because English classrooms do not encourage transaction, they are not the best places to teach technical writing. However, four maxims bring the spirit of transaction to our teaching.     

怀特海的教育哲学思想及其当代价值

怀特海教育哲学思想源于其过程哲学,主要内容有整合教育、教育节奏、首创精神等方面。在我国教育重大变革时期,怀特海的教育哲学思想对我国教育改革具有重要的借鉴意义。     

The new philosophy of science and educational research

Our conceptions of educational research depend very much on our philosophical views. Positivism, in its various guises, is the dominant tradition. Three key positivist notions are considered and evaluated in the light of recent work in postpositivist philosophy of science. The first is foundationalism and the theory-ladenness of observation; the second is verification and holistic revision; the third is value-freedom and epistemic virtues. It is concluded that even if positivism is rejected, a scientific account of educational research can still be retained.     

论教育理念与学生创造力的培养

创新教育是以培养人们创新精神和创新能力为基本价值取向的教育。学校教育限于传统知识观的制约。往往缺乏应用性、个性、宽容精神和民主精神。文章从教育理念出发。通过实例和比较分析,得出在新的形势下培养创造性人才的策略。     

教育哲学一些基础问题的沉思

探讨了为何需要教育哲学、何为教育哲学、教育哲学与哲学与教育与教育学之间的具体关系、教育哲学的两大根源及其语言的基本特征等教育哲学的基础问题,表达了对教育哲学的作用、本质、相涉因素、根源、语言特征的学术见解。     

从教育哲学角度看大学英语视听说教学

教育哲学是对教育问题的哲学思考,用哲学的方法和语言来研究教育问题,对教育起着指导性的作用,不同的哲学取向影响课程的目标、内容、方法和材料的选择。对课程背后的意识形态和哲学构想的讨论直接影响课程的目标定位、课程设置和发展方向。本文作者从现在的大学英语四级考试听力、口语改革谈起,从教育哲学的角度讨论改革时期大学英语视听说课程开设的理据、定位和教学内容等问题。本文作者认为,改革时期大学英语视听说课程应从人本主义哲学思想出发,以培养全人为目标,人文性与工具性相互交融。     

一个先进的教育理念——谈大学文化素质教育

一、对大学文化素质教育的再认识 我国进入改革开放新的历史时期,提出了反映我国民族特色和人的全面发展(德、智、体、美)内在要求的先进教育理念--素质教育.即将颁布的<国家中长期教育改革和发展规划纲要(2010-2020年)>中提出"坚持以人为本,推进素质教育是教育改革发展的战略主题".文化素质教育是素质教育中的重要组成部分,其核心价值体现在人文精神与科学精神、或人文素质教育与科学素质教育的交融上.文化素质教育的简洁、通俗的表述.是1999年1月江泽民同志视察内蒙古大学时指出的:"文化素质教育很重要,应当好好抓,理科的学生要加强学习人文方面的知识,文科的学生要加强学习自然科学方面的知识."[1]     

过程哲学的视角:教育理论缘何脱离教育实践

在过程哲学的视野中,教育理论与实践脱离的原因主要有教育中“具体性误置的谬误”、教育理论的抽象层级性、实践性教育理论与基础性教育理论研究的混淆以及教育研究者的主观性介入等四个方面。这几个方面使得教育理论本质上不是完整、具体的教育事实的反映,从而导致教育理论与实践之间存在着难以逾越的距离。     

《老子》的教育哲学思想浅探

《老子》的教育哲学思想是围绕“道”来展开的。道的无为与无私,要求人们少私寡欲,摆脱名利的束缚,在此基础上得到精神的超脱。教育应该在这种精神超脱的基础上进行,从自然质朴的德性入手,培养能够超越于纷杂现象与世事名利的“上士”,使知识能够真正地、纯粹地为人类社会的发展服务。     

20世纪美国教育哲学的发展

20世纪美国教育哲学的发展对中国教育哲学的发展产生过非常重要的影响.①然而,从现有的一些教育哲学著述来看,中国教育哲学家对于美国教育哲学的认识主要集中在80年代之前一些主要的教育哲学流派上,对一百多年来美国教育哲学发展的历史缺乏总体把握.因此,本文以20世纪美国教育哲学发展史上的一些标志性事件为线索,将其大致划分为四个相对独立的阶段,对每一发展阶段的过程和特征进行了简要的分析,以便读者认识和理解20世纪美国教育哲学的发展历程.     

存在主义教育哲学观及其对成人教育的启示

存在主义教育哲学观的注重个人存在、师生之间建立相互信任等给成人教育以多方面的启示：注重个人的主体意识和创新精神、加强学生的道德教育和建立师生之间的相互信任关系、实施合作性和民主性教学。只有这样，才能使学生在课堂上真正做到“诗意地栖居”和进入“澄明之境”。     

Why Teachers and Philosophers Need Each Other: philosophy and educational research

In this paper I discuss the relationship of philosophers and philosophy to teachers and schools using my ESRC funded research into social justice as an example. Drawing on, extending, playing with and finally rejecting Schon's (1983) metaphor of the relationhip of the hard, high ground of theory to the swampy lowlands of practice, I discuss ways of keeping both perspectives in touch with each other. There is a view of educational philosophy that its role is to produce maps for the benefit of those below. I argue that this is unhelpful both to teachers and to philosophers and that philosophy as educational research will only flourish if a means is found to keep communication open about both perspectives.     

Comparing secondary teachers on logical consistency in educational philosophy and flexibility in teaching

This study of secondary inservice teachers was designed to measure the possible relationship between the consistency with which they logically relate philosophical views (theory) to educational ideas (practice) and their teaching flexibility (as demonstrated in actual teaching practice).Using the GNC Scale of Logical Consistency of Ideas about Education, two groups of teachers were identified, i.e., those who were logically consistent in their ideas about education and those who were not so. Each of the logically consistent teachers was found to be so within an empirical, rather than rationalistic framework of educational theory.Flexibility was ascertained by data gathered through the use of the Flanders Verbal Interaction System. Each teacher tape recorded his/her own classes and then completed a Flanders' Matrix.The Mann-Whitney U Test was used as a basis for the statistical analysis. Neither group was found to be either more flexible or to exhibit more indirect behavior within the classroom, i.e., being logically consistent in ideas about education (as measured by the GNC Scale) was not found to be related to being flexible in teaching (as measured by the FVIS).     

中小学教育评价的新思想新要求

综合提升各实践经验并分析教育评价发展的路向和趋势,从十个方面阐述了教育评价的新理论、新思想、新要求。