面对教师教育的几点思考

进入21世纪的中国高等师范教育，面临着一个新的历史发展阶段，师范教育向教师教育发展已成为高师教育与国际教育职业发展的必然趋势。     

关于尼采思想的几点思考

本从尼采的权力意志论出发，进而分析了其“超人”学说、道德观和价值观。“超人”思想在当代青年中有着创造价值和自我超越的积极影响；也有鼓吹天才论，反民主、反平等、反群众的消极腐朽的观点。通过对尼采道德观、价值观的批判，树立以马列主义、毛泽东思想、邓小平理论为指导的正确的世界观、人生观、价值观。     

Some reflections on thinking skills

This paper and the three which follow it, by Dijkstra, Klauer and Tennyson, are based upon a 1987 symposium of the American Educational Research Association: Metalearning theories and instructional design. This paper discusses the other three papers by posing the question “Are there any thinking skills?”, then considering points that need to be taken into account in arriving at a reasonable answer to this question. It concludes “There is thinking, and there are skills. But-are there any thinking skills?”.     

开展继续教育工作的若干思考

“发展继续教育，构建终身教育体系”是新时期教育改革和发展的目标和行动指南。开创继续教育新局面，必须坚持学校提出的“质量立校，特色兴校”的宗旨，实现远程教育工作跨越式发展，使继续教育工作上质量、上水平、增效益。走学历教育与非学历教育相结合之路，走与普通高校联合办学之路，充分利用现代信息技术走培训网络化之路，走制度创新之路，只有这样，继续教育工作才会在创新中发展，才能为促进我省高等教育大众化，在构建终身教育体系中发挥重要作用。     

完善我国反倾销法律制度的若干思考

借鉴发达国家反倾销法律的成功经验,与WTO反倾销规则相衔接,应对我国反倾销法律进一步完善。应制定专门的《反倾销法》,提升立法档次。在反倾销法中,应明确对新建产业或未建立起来的产业“实质阻碍”的标准,明确“相似产品”的内涵,进一步完善反规避措施,区分实质损害与实质损害威胁的审查标准,引进并强化“公共利益”条款,对反倾销司法审查制度作出明确详细的规定。同时反倾销法要密切关注实践的变化,增强预防性功能。     

关于音乐与道德的多重思考

音乐作为以审美价值为最根本价值的艺术形式，对人的道德建设有着特殊的作用。我们以音乐社会学为理论基础，从音乐与道德的相互关系和相互作用中去探讨人的道德建设问题，针对现实中的某些音乐现象提出一些看法。     

对自主性德育的思考

自主性德育，是一种全新的教育思路，将促进德育教育由“教会学会顺从”向“教会学生选择”的转变，它以人的自主性，独立性为基础，充分体现尊重人的尊严和权利的思想精神，注重人的心灵的关怀和责任感的培养。     

历史教学改革的几点思考

历史教学要达到提高素质的目的,应做到课堂教学与学生自学,研究现状、现实社会和原始资料相结合;只有这样,才能充分发挥师生的创造力,提高学生素质,培养出具有良好道德心态的高素质人才。     

Some reflections on the link between education and employment

The ILO's World Employment Programme, launched officially in 1969, constitutes the major contribution of the International Labour Organisation to the Second Development Decade in the area of employment objectives and policies. The general aim of the World Employment Programme (WEP) is to provide concrete and specific guidelines to policy-makers and planners on policies and measures which enable them to choose those development strategies which have a greater weight attached to productive employment creation, and to assist in their implementation. The following activities have recently been undertaken to give practical effect to the World Employment Programme. First, so-called comprehensive employment strategy missions have been sent to Colombia, Ceylon, Iran and Kenya (ILO, 1970, 1971, 1972a, 1972b). In the light of a definition and diagnosis of the employment problem in these countries, these missions have proposed a long-term strategy based on fundamental changes in key areas of development policy, including education and training. They have also drawn up an immediate programme of action to face the most urgent problems. Second, regional teams have been established in Latin America and Asia, and several subregional teams are in the process of being constituted in Africa. Set up with a view to making a comprehensive investigation of employment problems in the countries of the region and assisting them in formulating employment policies and programmes, they are keeping under review the progress and obstacles encountered and identifying needs for further direct assistance. Third, a major research programme has been launched. The principal elements of the WEP's research programme are the following major projects which are currently being carried out or are about to start:

1. population and employment;
2. technology and employment;
3. income distribution and employment;
4. education and employment;
5. international trade and employment;
6. urban employment problems; and
7. feasibility of emergency employment schemes.

This article gives a brief account of the insights already gained and the work under way in the area of education and employment.     

对城镇建设的几点思考

实施城镇化发展战略 ,带动区域经济发展和文化进步 ,促进经济结构战略性调整 ,以及城乡现代化建设。城镇建设涉及社会学的、经济学的、历史学的、民族学的、建筑学的、园艺学的等等内容 ,必须考虑城市发展趋势、如何经营城市、如何加快小城镇建设等问题。     

Some reflections on education for rural development

The article stresses the significance of anti-poverty oriented rural development for developing countries and the need to identify the educational implications of such a strategy. Some of the assumptions derived from contemporary experience in development, and in particular rural development, which are vital for understanding and formulating the role of education, are presented and analysed. The indicators used in the measurement of anti-poverty rural development bring clarity to the concept of interlinking development and education in concrete terms. Some features of education for rural development are discussed and the significance of four areas of educational activities underscored, namely, primary education, functional literacy, human resources development and education related to the world of work. The article is concluded by stressing the need for establishing firm linkages between educational and developmental infrastructures with special emphasis on nonformal education and its flexibility of approach.

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Zusammenfassung Der Nachdruck in diesem Artikel liegt auf der Bedeutung, die der armutsbekämpfenden Orientierung ländlicher Entwicklungsprogramme beizumessen ist, sowie auf der Notwendigkeit festzustellen, welche Implikationen sich aus einer solchen Strategie für das Erziehungswesen ergeben. Einige für das Verständnis und die Formulierung seiner Rolle entscheidende Voraussetzungen, abgeleitet aus neueren Erfahrungen mit Entwicklungsprogrammen, insbesondere ländlichen, werden vorgestellt und analysiert. Die für die Bemessung armutsbekämpfender ländlicher Entwicklung benutzten Indikatoren bringen auch Klarheit in das Konzept einer konkreten Verbindung von Entwicklung und Erziehung. Dann bespricht der Autor einige Besonderheiten der Erziehung für ländliche Entwicklung und unterstreicht dabei die Wichtigkeit von vier Gebieten der Erziehungsarbeit: Primarerziehung, funktionelle Alphabetisierung, Entwicklung von Arbeitskräften und auf die Arbeitswelt bezogene Erziehung. Zum Schluß hebt der Verfasser die Notwendigkeit hervor, die Infrastrukturen für Erziehung und Entwicklung fest miteinander zu verbinden, mit besonderer Betonung der nicht-formalen Erziehung und ihrer Flexibilität.

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Résumé L'auteur de cet article met en évidence la signification du développement rurale envisagé comme une lutte contre la pauvreté dans les pays en développement et il souligne la nécessité de découvrir les implications de l'éducation dans une telle stratégie. Il présente et analyse quelques-unes des inductions tirées de l'expérience contemporaine du développement, en particulier du développement rurale, indispensables à la compréhension et à la formulation du rôle de l'éducation. Les indicateurs utilisés pour mesurer le développement rural anti-pauvreté apportent aussi une clarté au principe de conjugaison de l'éducation et du développement en termes concrets. Ensuite l'auteur examine quelques traits de l'éducation pour le développement rural, mettant l'accent sur l'importance de quatre zones d'activités éducatives, à voir, l'enseignement primaire, l'alphabétisation fonctionnelle, le développement des ressources humaines et l'éducation reliée au monde du travail. Enfin il souligne la nécessité d'établir des liens solides entre les infrastructures de l'éducation et celles du développement, en accentuant particulièrement l'éducation non-formelle et la flexibilité de ces moyens.

     

Some reflections on ethnography and validity 1

The question of what are appropriate criteria for assessing ethnographic research has become a matter of considerable debate in recent years. This paper identifies four philosophical positions that have influenced ethnographers’ thinking about this issue: realism, positivism#shmethodism, relativism, and instrumentalism. The implications of these ideas for judgements about the validity of ethnographic findings are sketched in the first half of the paper. In the second half, I argue that none of these positions is adequate and outline a more satisfactory view.

     

关于高等教育体制改革若干问题的思考

教育是发展科学技术和培养人才的基础，在现代化建设中具有先导性、全局性作用，必须摆在优先发展的战略地位。坚持教育创新，深化教育改革，优化教育结构，合理配置教育资源，提高教育质量和管理水平，全面推进素质教育，构建终身教育体制，加大对教育尤其是高等教育的投入，并对办学主体多元化的形势有一个清楚的认识，使高校制度符合教育的规范体制。     

高校毕业生不文明离校行为的思考

高校毕业生的不文明离校行为一直困扰着各高等院校,毕业生的不文明离校行为给高校学生管理工作带来了很大的负面影响。毕业生离校是学生管理工作的重要组成部分,不文明离校行为是当前各高校亟待解决的问题。