学校文化发展中的学生文化

本文尝试从学校文化发展的角度,来解释学生文化(这里的学生特指处于中学阶段的学生)是在特殊的学生群体中所形成的行为准则、学习态度、人生理想,它对于学生个性品质和社会规范的养成具有规范价值、导向价值、理想价值,并可以通过传承、体验和创造来深化学校文化发展中的学生文化,并对学校文化的发展具有积极的推动作用.     

School Admissions: Increasing Equity, Accountability and Transparency

This paper examines the impact of education reforms on school admissions policies and practices. It discusses the changes that are needed to improve the current system, especially in areas where the market is highly developed. It is concluded that the new legislation to be enacted by the current Labour Government should be beneficial, but that more far-reaching changes are needed for the admissions process to be equitable, transparent and accountable.     

基于学生发展的大学教学文化危机与重构

狭义的大学教学文化是指在学校整体文化背景下由管理者、教师和学生在教学实践中形成并共享的教学思想、观念和价值观。大学教学文化具有对教学观念的整合功能、对教学制度的定向功能、对教学行为的规范功能、对教学环境的塑造功能,它是影响学生发展的深层因素。大学教学文化的危机通过大学教学共同体成员所创造的"教学形态"表现出来,如制度形态、课程形态、教学形态、学习形态和师生关系形态。当前,大学必须构建潜心教学的文化,追求卓越的文化,倡导批判和创造的文化,尊重生命的文化。     

以学生为主体,深化《计算机文化基础》课教改的思考

本文结合西部高校实际,提出分层次分模块组织教学,创建学生主动建构的学习环境,积极引导计算机等级考试考前培训,变被动为主动等措施,促使《计算机文化基础》课程建设再上新台阶。     

Mandating Americanization: Japanese Language Schools and the Federal Survey of Education in Hawaii, 1916–1920

Under the policies of the United States, it will be very difficult to prohibit schools of this kind unless it were definitely proven that they were teaching treasonable things. –P. P. Claxton, U. S. Commissioner of Education¹     

校企文化教育并举实现学生就业双对接

在高职院校对学生进行企业文化预教育,对于提高学生的职业素养、就业竞争力和职业生涯持续发展能力有着重要意义.高职院校应按照教育规律,遵循一定的价值原则,在教学、实训、实习以及校园环境建设等方面对学生进行企业文化预教育,实现学生就业的双对接.     

培养主体参与意识,让学生在小学语文课堂上翱翔

在强调以人为本、以学生发展为本的创新时代,确立学生的主体地位,培养学生的主体意识,已成为小学语文教学的重要课题。从主体意识的实现途径入手,结合教学实践,从创设情境、激发兴趣,指导学法、培养能力,分层施教、全员参与等方面提供措施,以便提高学生的创新精神和实践能力,发挥学生的主体作用,让他们在小学语文课堂上翱翔。     

Inclusionary and Exclusionary Secondary Schools: The Effect of School Culture on Student Outcomes

This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement with the institution attended. Elements of school culture were identified, specifically the roles played by administrators, the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools.     

从校园危机干预透视学校文化——基于对中小学校园危机干预现状的分析

以中小学校园危机干预现状为研究基点,解读由校园危机干预折射出的中小学校教育与管理理念,从现有校园危机干预的处理手法中透视与反思中小学学校文化,并对培育与现代学校制度相吻合的学校文化提出对策与建议.     

如何构建以学生为主体的初中英语课堂

《义务教育英语课程标准》中指出:"学生是英语学习的主体,无论是教学还是评价都应以学生的综合语言运用能力发展为出发点。"那么,作为一名初中英语教师,应该采取怎样的措施和策略才能促进学生的主体参与呢?结合自身的教学经验,对此话题进行详细的论述和阐释。