共查询到20条相似文献,搜索用时 125 毫秒
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湖南省普通高中中外合作办学近年来在人才培养、课程研发、教学改革与文化交流等方面取得了显著成绩,但也存在一些问题,正处在由粗放式向内涵式发展的拐点阶段。新时期要实现湖南省普通高中中外合作办学的品质发展,需要重视顶层设计、加强课程建设、优化教师队伍、推进督导评估。 相似文献
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杨建华 《中学化学教学参考》1995,(7)
全国普通高中教育工作会议5月10日在江苏省张家港市召开。国家教委主任朱开轩在工作报告中明确指出,普通高中到本世纪末甚至更长一段时间的工作方针和思路是;将以四种办学模式对普通高中进行规划和建设,将采取10项措施加强薄弱高中建设,到本世纪末重点建设1000所左右示范性高中。 朱开轩指出,为适应社会主义市场经济对多规格人才的需要,并从我国普通高中教育的实际出发,要逐步实行办学模式多样化,今后主要以四种办学模式进行规划和建设。这四种办学模式是:一部分普通高中将办成以升学预备教育为主的学校;大部分普通高中将通过分 相似文献
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李惠芳 《四川教育学院学报》2008,24(12):106-107
福建农村普通高中存在着办学经费短缺、教师队伍质量不高、生源萎缩、办学模式单一等问题。针对以上问题,政府应合理布局,规划农村普通高中的发展,加强农村普通高中教师队伍建设,合理配置教育资源,缩小教育质量差距,同时学校自身要做好发展规划,拓展学校发展空间。 相似文献
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《教育前沿(综合版)》2006,(3)
近年来,各级政府高度重视普通高中发展,采取各种措施,新建、改建和扩建了一大批普通高中学校,学校面貌焕然一新,办学规模迅速扩大,普及程度大幅提高,教育质量和办学效益稳步提升,为更多的青少年学生提供了接受普通高中教育的机会,促进了国民素质的整体提高。但在普通高中建设过程中也出现了盲目攀比,超标准、超规模建设校园等一些需要引起高度关注的问题。针对这些问题,日前,教育部向各地教育行政部门发出通 相似文献
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普通高中改革发展备受关注,被寄予多方面的社会期望,导致普通高中不堪重负、无所适从。为此必须坚持“有所为、有所不为”,进一步明确普通高中的办学定位。我们提出了基于国际高中教育办学经验、针对我国基础教育问题、适应我国未来人才结构需要的三维分析框架,提出了我国普通高中定位可以选择的不同方案,明确了现阶段普通高中办学选择与推进多样化特色化发展的原则与方向。 相似文献
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近日,上海市教委又公布了一批新增的实验性示范性高中,至今为止,上海已有50所普通高中先后被命名为实验性示范性高中。“实验性示范性高中建设”的稳步推进,意味着上海在促进基础教育均衡发展、引领普通高中全面实施素质教育方面又迈出了实质性的一步。通过“中小学标准化建设工程”“加强初中建设工程”“实验性示范性高中建设”这三次具有里程碑意义的接踵“洗礼”,上海基础教育阶段学校实现了从经验型办学向规范化、标准化办学的漂亮“转身”。 相似文献
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This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice. 相似文献
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《British Journal of Educational Studies》2012,60(4):439-458
ABSTRACT Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings – in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each school emphasising distinctiveness in its curriculum – often with implications for its funding and degree of autonomy – which differentiate it from others. There is normally the intention to scale-up curricular innovations school-wide. The paper addresses three aims in respect to both countries: first, it profiles the evolution of specialist schools' policies in both states in relation to school improvement and secondly, social justice; thirdly, it undertakes a comparative policy analysis in order to draw conclusions as to how the relationship between central government and schools has re-configured in both countries – arguing that the policy in England is radical, that in Singapore, conservative. 相似文献
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Juan Pablo Valenzuela Cristián Bellei Claudio Allende 《School Effectiveness & School Improvement》2016,27(4):473-491
The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade. 相似文献
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从中小学教师的角度来对择校现象进行调查分析。可以发现:择校已成为一种被大多数教师认可或赞同的行为;优质教育资源分配不均衡并不是导致择校现象的最主要因素,升学率和盲目追求重点校是二个不可忽视重要因素;择校增加了学校的压力和教师的负担,但对教师的收入和报酬并没有多大影响,择校最大的影响是校际间的;缓解择校现象最主要的是加强学校自身建设,扶持薄弱学校建设,促进优质教师资源的合理流动,而不是发展民办和补习学校;关系生和占坑生成为择校生的主要来源,而有优惠政策的尖子生所占比例很少。 相似文献
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瑞典1992年正式推行择校改革,家长和学生可以在本地区和地区以外的所有公立学校和独立学校中自由选择学校就读。实践表明,家长选择学校时更关心学校质量而非种族等其他与质量无关的因素,但择校客观上造成了学校学生种族构成的变化。瑞典择校激发了学校间的竞争,提高了整体的教育质量,鼓励了学校创新,但是也造成了学生和学校的分化。 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(2):147-169
Student mobility is a topic that frequently surfaces in discussions about the problems of urban schooling. Surprisingly, it tends to fade from the agenda as discussion turns toward reform initiatives and school restructuring. Student movement, however, penetrates the essential activity of schools--the interaction of teachers and students around learning. Using data from Chicago public elementary schools, I first describe the extent of urban school instability. Many schools, in fact, do not have a stable cohort of students whose progress they can track over time. Second, I explore the causes of this high level of instability, connected both to residential mobility and to more school-related reasons. Distinctive patterns emerge that reveal clusters of schools that are closely tied by the students they exchange from year to year. Third, given this context, I examine the impact of mobility on students, schools, and urban education more generally. Recent school reform efforts that center on promoting greater local school autonomy implicitly assume that students will attend a specific school consistently enough that the school can "make a difference" in their achievement. In the unstable urban context, however, even improving schools lose their accomplishments as students transfer, and mobile students forfeit the benefit of continuity of school services. Thus, not only does mobility impact individual students who are changing schools, it has deep (though often hidden) consequences for the schools these students attend and for the systemic changes intended by local school reform. 相似文献
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中国的译校问题 总被引:1,自引:0,他引:1
秦行音 《Frontiers of Education in China》2008,3(3):331-345
This article examines school choice, one of the most debated issues in Chinese education beginning in the early 1990s. To
start with, it depicts the origin of school choice. Secondly, the main reasons contributing to school choice are analysed:
the disparity among schools, political and economic changes, the system of promotion to the next stage of school, and historical
and cultural reasons. The reason why schools enrol school choice pupils is also analysed. Then, the reactions of the government
to school choice, insisting on the policy of neighbourhood admissions, supporting weak schools, and encouraging the development
of nongovernment schools, are analysed. Finally, the debate about school choice is discussed. To sum up, school choice in
China is a completely urban phenomenon. It is a demand of social group with high social economic status. While the social
gap widens, school choice is an unavoidable issue in education. Therefore, the problem faced by the government is not simply
to prohibit it, but how to deal with it. 相似文献
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Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made. 相似文献
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胡孙贵 《和田师范专科学校学报》2012,(1):83-85
温州开展小学英语教育已经十年了,从当年的争议,到现在教学教法上的层层升入,取得了瞩目的成绩,也出现了在全国都具有影响力的小学师资。但是,由于城乡差距大,城乡小学英语教育极度不平衡。笔者通过田野考察的方法,对小学英语教育现状作了初步的调查,找出共性,理出不同点,最后,提出了一些改进的建议和策略,以期对教育相关部门有借鉴意义。 相似文献