Book Review

This book is a good example of the contribution a clear conceptual analysis can make to highlighting and clarifying problematic thinking about real issues in education. In the literature there are different claims of varying strength and plausibility which require very careful sorting. David Carr demonstrates such careful sorting in the difficult field of ethics and maps some paths for fruitful thinking about professionalism in teaching. ‘The distinctions of Peters and others between education and teaching, theory and practice, and intrinsic and instrumental value, stand in need of more careful mapping and refinement’ which could enable us to steer clear of ‘educationally pernicious conclusions’ (p. 179). Carr succeeds in doing just this.     

Virtue Epistemology and the Philosophy of Education

This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education.     

职业院校学生德育现状调查研究

职业院校学生德育现状调查数据表明,当前学生的主流思想是好的,但其集体观念较为狭隘并缺乏理性;对人生认识缺乏整体性和理性分析;道德感较强,但有着深刻的纪律教育背景,在职业中难以实现顺利的延伸;对个人职业发展有比较明确的认识,但在社会现状和就业环境方面认识不足。基于以上认识,当今的职业教育中的德育教学内容体系应该包括个人素质分析、对社会环境的认识、专业环境认识及个人发展认识四个方面。在教学方法上应用基于工作过程的课程开发理念进行德育教学课程开发。     

对建构主义教学理论应用于我国教学实践的反思

近年来,建构主义教学理论在我国教育教学改革中发挥了极大的作用,有力地促进了我国教育事业的发展。但是,在教学实践中我们也发现了一些问题和倾向,如何将传统教育与建构主义教育结合起来,值得我们认真思考。     

THE HISTORY OF THE BELL CURVE: SORTING AND THE IDEA OF NORMAL

A bstract .  Bell-curve thinking, as a model of distribution of success and failure in society, enjoys a perennial (ahistorical, objective, and law-like) status in education. As such it provides a rationale for sorting (tracking or streaming) practices in education, which has led many educators to criticize both bell-curve thinking and associated sorting practices. In this essay, Lynn Fendler and Irfan Muzaffar argue that the existing critiques of bell-curve thinking ring true for people who believe that the purpose of schooling is to promote a more equitable redistribution of resources in society; however, these arguments do not criticize the law-like character assumed for a bell curve as a representation of social reality. To extend these critiques, Fendler and Muzaffar focus on the history of the bell curve, from a representation of binomial probability, to a bearer of real things in nature, and finally to a set of expectations about how people should behave. They ultimately argue that the acceptance of bell-curve thinking in education is part of a recursive project of governance and normalization.     

汉维语言思维方式对双语教学的启示探讨

思维差异决定着语言差异,双语教学的重点在于体现语言教学,只有明确思维差异,才能更好地提高语言教学水平.本文通过对比汉雏语言思维特点,进一步阐明双语教学的本质.     

关于办好并校改制职业技术学院的思考

高等职业技术教育近年来迅速掘起。并校改制创建的职业技术学院，如何保证教学质量，办出特色，培养高水平的人才，以适应经济社会发展的需要，是当前亟待解决的问题。从明确培养目标、制定发展战略、强化专业建设、建设双师队伍、改善教学手段、实现校企合作等六个方面阐述了办好并校改制职业技术学院的基本观点与思路。     

新媒体艺术与教学纵横谈

由于新媒体艺术内涵的不断演进、更新，关于它的概念和范畴，当前在学术界并没有权威定论，这造成了教学上的茫然和被动。为此，我们必须从艺术媒体本位出发，廓清新媒体艺术相关概念，理顺相关教学科研思路，从而深化对新媒体专业的课程设置、课程结构的优化研究。此外，在我国新媒体艺术的本科教育中，应力戒纯“操作型”的培养模式，自觉将“创造性”思维能力的培养置于教学的中心位置。     

经济管理类高职实践性教学的难点及对策

实践性教学是高等职业教育的重要特征，但经济管理类高职无论从师资、模拟教学、动手操作等方面存在一定困难。如何克服困难，趋利避害，办出高职教学特色，需要我们进行认真探索。本提出了强化经济管理类高职实践性教学的具体思路和详细对策。     

古代文论教学的复眼透视观发微

现代教育理念下的古代文论教学的复眼透视观,不单表现在古代文论资料的梳理上,更体现为教学理念的更新。复眼透视中国古代文论的文化生态和思维方式,有利于盘活古代文论命题的现代生机,最大限度地贴近了传统文论的本真生态,促进教学效果的优化,从而展现一个有意义的古代文论的教学新天地。     

从教学方法到教学方法论——兼论现代教学转型过程中的方法论转换

教学改革不仅意味着教学方法的改革,也意味着教学方法论的改革。教学方法论关注的重点不是教学方法,而是教学方法和教学对象的关系。教学方法论要探究教学方法背后的理论基础。教学方法论的核心构成包括:思考教学对象的思考重心、前提假设、视角、分析框架(含分析单位)、思考层次、思维方式等。教学方法论具有鲜明的反思性与批判性,是教师自我意识在日常教学研究中的突出表现。在教学改革中,教师需要走向方法论自觉。     

关于高校逻辑教学改革的几点思考

逻辑学是一门关于思维的科学,作为高校的重要基础学科之一,它对于训练学生的思维能力、提高学生的思维素养具有重要作用。随着近几年高校教学改革的深化,逻辑学教学改革也面临着一些新的困境。为了让逻辑学教学能满足社会需要,逻辑学课程在高校基础课程中受到应有的重视,我们必须从教学内容、教学方法、师资队伍建设、教学考核方式等方面继续深化逻辑学教学改革,提高其教学实效性和针对性,以此来培养学生的思维素养,提高学生的认知能力、语言表达能力和创新思维能力,推进素质教育。     

The Virtuous,Wise, and Knowledgeable Teacher: Living the Good Life as a Professional Practitioner

In this essay, Elizabeth Campbell reviews three recent books that address the ethical nature of professional practice: Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions, by Hugh Sockett; The Good Life of Teaching: An Ethics of Professional Practice, by Chris Higgins; and Towards Professional Wisdom: Practical Deliberation in the People Professions, edited by Liz Bondi, David Carr, Chris Clark, and Cecelia Clegg. While the first two books are situated within the context of teaching and education, the third book, as an edited volume, contains chapters that represent a multidisciplinary perspective on the work of professionals within nursing, social work, counseling, and the ministry, as well as in teaching. Each of the books engages in the careful inquiry into philosophy broadly and educational philosophy specifically from conceptual frameworks widely associated with Aristotelian virtue ethics. Writing from an applied perspective on the field of scholarship relating to the moral and ethical dimensions of teaching, Campbell applauds the books for their timely reminder of the central role or persona of the individual professional as a moral agent and ethical practitioner. She argues that within the contemporary context of teacher education, which tends either to neglect or narrowly define the ethics of the profession, such an emphasis on the cultivation of personal character and responsibility within a framework of clear ethical dispositions or virtues is a welcome contribution to the field. It enables teachers, teacher educators, and student teachers to concentrate on both the ethics of practice and the practice of ethics in the ongoing quest to further their own development of virtue, practical wisdom, and personal and professional knowledge.     

原始问题教学:物理教育改革的新视域

通过深入分析我国物理教育中存在的问题,依据爱因斯坦的科学思维过程理论,提出了原始物理问题教学的观点。基于此,界定了原始物理问题和物理习题,阐释了原始物理问题培养学生物理思维的重要作用。教学实践的结果表明,运用原始问题培养中学生的物理能力是一个行之有效的途径,这在一定意义上为物理教育的改革提供了有益的启示。     

论中学物理创新思维能力及其培养

中学物理创新思维能力的培养是人才培养的关键。为探明高中学生物理创新思维能力跟诸多因素之间的关系 ,进行了抽样调查 ,应用 SAS软件进行了分析。并提出教改的相应对策。文中还提出在中学物理教学中如何培养创新思维能力。     

定位、优化及创新——修订落实研究生培养方案的关键

在分析新形势下研究生创新教育重要性的基础上,阐述了研究生教育的定位、培养方案的优化、教学改革的创新是修订落实研究生培养方案的关键,提出研究生教育要营造创新思维的平台、建立多元化的培养模式,在明确培养目标的前提下优化培养方案,构建合理的研究生课程体系并完善其实现途径。     

苏霍姆林斯基的语文思维教育观

苏霍姆林斯基语文思维教育观的基本点是 :学校教学体系的三根支柱———鲜明的思想、生动的词语和创造精神 ;周围世界———学生思维和语言发展的源泉 ;阅读———预防智力惰性、激发思维觉醒的可靠手段 ;创作———每一个孩子就其天性来说都是诗人 ,让他们学会运用语言进行生动的创造 ;学会学习 ,尤其是研究性学习———让学生掌握学习的工具 ,形成智力独立性和创造性的品质。     

汉语言文学专业双语教学初探

随着我国高校教育改革的逐步推进,高校的双语教学工作已逐步发展起来。本文主要从双语教学的内涵、高校汉语言文学开展双语教学的意义、双语教学面临的问题以及思考四个方面进行论述,试图寻找符合我国基本国情及我国高校汉语言文学专业教育现状的双语教学模式。     

Troubled Theory in the Debate between Hirst and Carr

When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far.     

对江苏省成人高等教育发展问题的分析和思考

江苏省成人高等教育在发展过程中,成绩、问题与挑战同在。突出的问题如缺乏统一指导和监督,宏观管理弱化、松弛,微观管理粗放、散乱,成教在高校中的定位不准、办学结构不合理、办学效益差、教学质量下降等,应认真研究、积极解决。具体可采取重新成立专门的管理机构,充分发挥教育主管部门的指导、协调作用,把发展成人高等教育置于全省终身教育体系建立、构建学习化社会中去统筹考虑;成立考试院,率先实行以"宽进严出"为基本原则的办学形式;端正办学思想,理顺管理关系,优化专业结构,建立发展平台,提升内涵特色,强化监控机制,提高教学质量和办学效益等方法,以实现成人高等教育健康、协调、可持续地发展。