The perceptions of knowledge and learning of Amazonian indigenous teacher education students

This study focuses on the perceptions of knowledge and learning by indigenous students in an intercultural bilingual teacher education programme in Amazonian Ecuador. The study framed within postcolonial and critical theory attempts to create a space for the indigenous students to speak about their own views through the use of photography and researcher-respondent discussions. We found that the students conceptualised knowledge and learning primarily through their everyday domestic life rather than through their experiences of schooling which appears to play a secondary role.     

加强师范生教育素养 促进教师教育改革

加强师范生教育素养,必须从五方面进行教师教育改革：优化课程结构、转变教学理念和评价标准、提高实习效率、加强大中小学教师合作及理论联系实践。     

Exploring youth development through an environmental education program for rural indigenous women

Youth development (YD) is receiving increased attention in environmental education (EE), yet faces critiques including lack of attention to cultural competency and structural barriers. We explore YD outcomes of the EE program “Women, Agroecology, and Leadership for Conservation,” which engages young Q’eqchi’ Maya women in Guatemala in learning about sustainable agroecology practices, women’s rights to make reproductive and educational choices, and environmental stewardship. Results show participants gain assets, including knowledge related to agriculture and stewardship, agency to pursue their schooling, and the ability to contribute to their communities. These results are examined through the lens of programs occurring in a rural, indigenous context. We explore challenges and opportunities related to the setting, including gender roles, cultural traditions, and land pressure.     

Storylines in public news media about mathematics education and minoritized students

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...     

中外合作办学双语教学模式改革探析

本文介绍了中外合作办学中双语教学的概念及基本模式,分析了当前双语教学中存在的问题并以此为基础对我国中外合作办学双语教学模式改革提出了一些建议。     

多元智力理论及其对教育改革的启示

本文通过对多元智力理论概念及主要内容的分析,提出了多元智力理论对教育改革的启示。     

Toward an effective model for implementing distance education programs

Abstract

As a response to the challenges and constraints now facing postsecondary education, institutions are attempting to find new strategies that will more effectively address the need for change in the way educational services are provided. In early September 1995, three institutions in Alberta, Canada—the University of Alberta, Fairview College, and Kayas Cultural College—embarked on a new partnership in offering a selected number of introductory Faculty of Arts courses in remote northwestern regions of the province. The primary mode of delivery was synchronized, multi‐point videoconferencing (to as many as six sites), with all courses delivered from the University of Alberta campus. Slightly more than 70% of the student cohort for the first academic year were Aboriginal. This discussion highlights the implementation and evaluation of this partnership and proposes a model for the effective planning and implementation of distance education initiatives.     

A new juncture in indigenous language education The impact of the experience of Maori education

If Taiwan＇s indigenous people are not able to save their own languages, they will lose their ways of thinking, cultural heritage, and the relation to the rest of the universe that distinguishes them as indigenous peoples. Taiwan is a multi-ethnic country. Although the majority of the population is comprised of Han speakers, there is also a significant indigenous Austronesian-speaking population. The multiple cultural manifestations of the indigenous people of Taiwan enrich the overall culture of Taiwan＇s society. Under the influences of globalization and colonial governance, indigenous peoples are facing the disappearance of their traditional languages and cultures. Therefore, Taiwan needs to carefully handle the topic of the development of its people＇s cultures; otherwise, it is not difficult to see the outcome of cultural assimilation due to encroachment by mainstream cultural dominance. Education is the best method of helping protect and revitalize non-dominant cultures and their languages; by the same token, it is also the most effective means of cultural assimilation. What course should indigenous education take？ From the development of local culture subject to current stage of dialects subject, indigenous languages are still highly subject to the nightmare of extinction. Thus, in this paper, the author analyzes the development status of Maori education in New Zealand, with the aim of providing Taiwan＇s education authorities with different viewpoints for consideration so that appropriate educational methods may be applied for the development of indigenous people, and also appeal to Taiwan＇s indigenous people to take on the challenge of ridding themselves of the rigid modes of thought caused by colonial education, and, from the bottom-up, contribute their efforts for the sake of revitalizing the languages and cultures of their people.     

从学生学习现状看高校教学改革

培养人才是高等教育的基本任务,也是高等教育的核心职能。本文从高等教育面临的新形势入手,在对某高校文科学生学习现状问卷调查分析的基础上,提出了高校教改的对策与建议：首先应更新教育观念,培养创新人才;第二,要与时俱进,改革教学内容、方法以及教学考核方法与评价体系;第三,应建立学生自主学习与教师进行教学方法改革的激励机制,促进学生早日成才。     

关于教育改革背景下的汉语言教育改革的思考

本文从当前我国高校汉语言文学教育的现状入手,着重分析汉语言教学中存在的现象与问题,并结合当前国家教育改革背景下,对于如何改革创新汉语言教育提出了几点对策。     

大学生信息素养教育与文献检索课教学改革

通过分析大学生信息素养教育的内涵和文献检索课在新形势下面临的挑战,提出高校文献检索课教学创新的措施和方法.     

Education reform and competency-based education

The core purpose of this paper is to describe a new educational paradigm as well as possible directions and tasks for education reform in the 21^st century. The present-day education system has failed to nurture the kind of creative people who can play leading roles in development or to produce citizens of a good character and democratic tendencies. We need to look at education from the standpoint of expanding the totality of possibilities for national development. The current educational system of Korea can be characterized as one of “manpower-centered education. ” In this system, education functions to produce the human resources needed by the nation, and there is a strong belief in the classification and selection of high-quality human capital via the school system. We can think of an educational model that is parallel to the current system of manpower classification and selection and call it “competency-based education. ” In this model, the identification of individual ability, talent, and aptitude is deemed to be the most important, and the key task of education is self-actualization through recognition and cultivation of such talents and abilities. What educational values should be pursued within a new competency-based paradigm? First, we can reduce the relative weight of subject-centered education and introduce a competency-based curriculum in order to teach key competences for life. Second, new intelligence theories must be introduced into education in order to foster the development of students' talents, aptitudes, and potentials. Third, we can make use of positive psychology, which is a newly emerging field, the core concept of which is the belief that happiness in life depends on one's ability to develop and maintain positive feelings and emotions.     

贵州农村基础教育课程改革调查--以思南县农村基础教育课程改革为例

2005年,我国基础教育阶段要全面推行新课程改革.本轮课程改革对城市和农村的要求是一致的.由于贵州省城市与农村教育的发展不平衡,如果不考虑到农村地区教育存在的实际"差距"、实际"困难",统一要求在同一时间里执行新的课程标准,这是不现实的.思南县的教育在贵州具有代表性,本文提出的问题,期望能引起有关部门领导的高度重视.     

高校体育教学改革的理论性模式构建

随着科学技术与服务体育的进步与完善,国际体育学术交流日益加强,国际体育学术活动日趋频繁。本文指出未来高校体育教育发展的特点,总结高校体育发展的历程,分析了高校体育教育的整体战略思想,结合高校体育的特点,提出切实可行的建议。     

基于职业教育课程改革的思考和探析

职业教育的课改已经进行了很多年,仍然是新瓶装老酒,并没有脱离传统的教学模式,也没有从根本上解决职教课程中存在的问题。本文就职业教育课程改革中存在的问题,提出自己的一些建议和思考。     

PISA and education reform in Shanghai

This article examines how Chinese education officials interpret and utilise selective information from Programme for International Student Assessment (PISA) to legitimate and consolidate contested reform messages and initiatives in Shanghai. A content analysis of data obtained from newspaper articles, official documents and education essays published in China yielded two key findings. First, Chinese officials turn to PISA data to highlight the existing problems of academic burden and ‘school choice fever’ that validate the need for reform. Second, they aim to garner support for on-going reform initiatives that seek to redefine the aims and nature of education in Shanghai. In both instances, the education officials do not just rely on the resources from PISA to advance local reforms. They also re-interpret the information in such a way that allows them to create new possibilities and realities. The example of Shanghai illustrates the symbiotic relationship between PISA/Organisation for Economic Cooperation and Development (OECD) and the domestic education system that is characterised by both dependence and independence.     

Interrogating discourses of intercultural education: from indigenous Amazon community to global policy forum

This article investigates discourses of intercultural education, taking as its starting point two ‘encounters’ in 2010 with contrasting aims and expectations of intercultural education. One is the launch of the 2010 Global Monitoring Report, where intercultural education is viewed as a means of overcoming marginalisation and promoting inclusion, and the other is in a rural Amazonian community context, where intercultural education serves to actively compound processes of exclusion. The article examines these discourses of intercultural education, locating them socially, culturally, politically and historically, and draws distinctions between educational analyses of diversity that emphasise identity and difference and those that prioritise interculturalism. It exposes complex and intersecting dynamics of social change and political contestation in the Amazonian ‘encounter’, which question the viability of globalised (technical-adaptive) strategies for inclusion of people whose intercultural lives are characterised by abjection and marginalisation.     

Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students

This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the ‘white’ dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students ‘… need to feel that schools belong to them as much as any child’ and that to ‘… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom’. This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.