课程改革的理性反思

在全国基础教育课程改革由点上开花到面上突破的实质推广阶段,作为国家级首批课程改革实验区,深圳市南山区对四年来新课程实施的情况进行了全面调研,形成了调研总报告和八个分报告。该区部分中小学领导对新课程实践进行了回顾与反思,直面新一轮基础教育课程改革的实践困惑,比较深入、系统地探讨了新课程创新的精神实质、观念与行为存在距离的原因、综合课程存在的问题、新课程实践中教师教育科研的对策以及新课程评价改革的出路等问题。     

课程资源开发与利用的问题与对策

合理开发和利用课程资源是新课程改革的基本条件,也是教师专业权利的基本体现。然而,许多中小学校和教师在课程资源的认识上存在误区,在课程资源的开发和利用方面存在诸多实际问题。要解决这些问题,除了强化课程资源意识,使丰富多样的自然资源和社会资源成为有效的课程资源外,更为关键的是,改革目前的课程与教学评价体系。     

论国家综合配套改革试验区的立法保障

建立国家综合配套改革试验区是我国在新时期深化改革的重要方式和途径。它在内涵、特征和目标等各方面不同于经济特区。建立国家综合配套改革试验区离不开法律制度的有力保障。目前我国的法制现状无法完全适应综合配套改革试验区的实践发展,需要国家通过“授权立法”赋予地方特殊立法权,以推动和保障综合配套改革试验的各项举措顺利进行。     

师范院校培养电教人才的探讨

现代教育技术的发展,为教育形式、教育思想、教育内容的改革,创造了良好的条件。而担当培养中小学合格教师的师范院校,其电教工作的开展,对中小学教育工作的改革尤为重要。师范院校首先要认清电化教育在中小学实施素质教育中的作用,了解当地中小学电化教育的实际情况,在此基础上去改革自身的电教工作,才能培养出具有一定电教能力的,适合中小学实施素质教育的合格人才。     

民族贫困地区农村中小学新课改的外部阻力源新探——基于改革主体博弈的视角

民族贫困地区农村中小学的新课改是在其"穷村场域"里所进行的,新课改的执行主体受资本的限制而趋于追求短期的、个人的利益,这与新课改决策主体追求长远的、国家的利益产生冲突,两者间的博弈导致课改陷入困境,从而影响博弈两方理性水平提高,即新课改推进的阻力因素主要有城乡二元结构、课改评价制度及"贫教惯习"。     

Student teachers' attitudes and beliefs about inclusion and inclusive practice

The beliefs and attitudes of teachers are an important element in the development of inclusive education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote inclusion, although attempts to reform teacher education in order to address issues of inclusion are complex. The paper reports the findings from a set of surveys that studied student teachers' attitudes to, and beliefs about, inclusion and exclusion at the beginning and end of a newly reformed 1‐year professional graduate diploma course at the University of Aberdeen, which places inclusion at the heart of the programme. The findings from the surveys indicate that both primary and secondary student teachers' attitudes and beliefs towards the principles of inclusive education remain positive throughout the course and are largely undiminished by school experience. This contradicts some findings that are reported elsewhere, where attitudes and beliefs become more negative following experience in schools. Findings from this study also show that attitudes, beliefs and understandings of the principles of inclusion are enhanced by consideration of the ideas underpinning ‘Learning without Limits’.     

Learning about domestic violence: young people's responses to a Healthy Relationships programme

This paper reports on an evaluation of a drama‐based Healthy Relationships programme on domestic violence delivered on a pilot basis to Year 8 pupils. The programme included a play delivered by a local theatre‐in‐education company followed by a series of weekly workshops. Eighty‐five pupils in a secondary school located in an area with high rates of social exclusion participated in the programme and the evaluation. Pupils completed questionnaires immediately before and after the programme and one year after the programme had finished. Thirteen pupils also took part in gendered discussion groups, which considered their views and opinions concerning the play and the workshops. The evaluation indicated that the programme was successful in enhancing pupils' understandings of domestic violence up to one year after delivery. Pupils responded well to the use of drama as a medium for learning, and some young people were able to demonstrate that they had developed positive ideas about healthy relationships. However, there was evidence of uncertainly for some young people with regard to the gendered nature of domestic violence following the programme. The discussion highlights this issue and identifies additional recommendations for both future research and future programmes.     

Encountering the past in the present: An exploratory study of educational heritage tourism

This article presents an educational programme designed to explore the multicultural history of Poland. Targeting Jewish and non-Jewish students of Polish heritage, the Polonia Programme (PP) was conceptualised with the aim of applying the tools of experiential education to initiate a new approach to examining one of the world’s most challenging and fraught historical narratives. The programme, piloted in the summer of 2014, takes two groups of young people from the United States to Poland each year. It features a combination of formal lectures and interactive tours, complemented by structured and semi-structured discussions. The destination of this particular tour, with these particular participants, both challenges and reinforces accepted notions of “heritage tourism” within an experiential educational framework. This framework enables a sense of group connectivity which allows students to be, perhaps, more open to alternative narratives about the past. The authors of this article, who were involved in evaluating the pilot launch of the Polonia Programme, found that the programme’s experiential approach succeeded in encouraging participants in the pilot cohort to challenge ideas about their definitions of and preconceptions about “who and what counts as Polish”. For many, the experience shifted their understanding of Poland towards one which took its multi-ethnic and multicultural history into account. Several discovered new perspectives on their own identity and heritage, while others reached a new understanding of the shared histories of Poles and Jews. The experiential nature of this programme also allowed students to encounter difficult histories: experience, then, became a vehicle for more challenging conversations and deeper learning.     

Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know?

The Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the need to extend present understandings of school reform initiatives that aim to change school practices with the intention of supporting enhanced student learning. In this article results from LOLSO's teacher surveys ('teacher voice') and student surveys ('pupil voice') are organised around six of the project's major research questions: how is the concept of organisational learning (OL) defined in Australian secondary schools (teacher voice)? What leadership practices promote OL in schools (teacher voice)? What are some outcomes of schooling other than academic achievement (pupil voice)? What are the relationships between the non-academic and academic outcomes of schooling? Do school leadership and/or organisational learning contribute to student outcomes? What other factors contribute to student outcomes? The answers to these questions lead to four clear implications relating to distributive leadership, development, context, and a broader understanding of student outcomes. The answers also raise concerns about the current emphasis on transactional leadership, that is school leadership that overemphasises the managerial or strategic.     

The general and specific effects of educational programmes aimed at promoting awareness of and respect for diversity among young children

This article reports the findings of a mixed‐method evaluation of a pilot educational programme undertaken with six to seven year olds in a sample of primary schools in England with the aim of increasing their awareness of and respect for diversity through theatre, workshops and related teacher‐led classroom activities. The qualitative feedback from the teachers involved was extremely positive and encouraging and an analysis of the actual impact of the pilot programme on the children’s attitudes and awareness, using an experimental design, demonstrated some positive effects. In particular, the programme was found to increase the children’s general awareness of diversity and their ability to recognize instances of exclusion. While not a planned objective of the pilot programme, the evaluation also examined whether it had any effects on the children’s attitudes to specific differences, in this particular case racial differences. Interestingly, however, no evidence was found of any change in the children’s racial attitudes. With this in mind the article suggests that there is a need to distinguish between the general and specific effects of such educational programmes. The article considers the implications of this for future work in the area and also stresses the need to begin undertaking more thorough and rigorous evaluations of such initiatives.     

高师音乐学专业课程体系改革探索

随着我国基础音乐教育改革的进一步深入，对中小学音乐教师提出了新的要求，高师音乐学专业现有课程体系已成为中小学音乐教育改革的瓶颈，也是其自身发展的障碍。要改革高师音乐学专业现有课程体系就必须把为基础教育服务、培养品质的中小学教师作为高师课程体系的构建理念，确立新的课程构建原则，使新课程体系具有先进性、民族性和时代性。     

“U-G-S”师范生协同培养机制及其实践探索

师范生培养在整个国民教育中具有非常重要的作用,其培养机制是教育供给侧改革的重要部分,是教师教育改革的重要环节。当前,师范生培养机制中仍存在人才培养方案设计不完善,地方政府督导力度不够,中小学实践科学性不足等问题。"U-G-S"协同培养机制的建立对改革高校人才培养范式、提升地方政府的教育调控力度、增强中小学教师人才储备、塑造师范生职业认同感以及促进高校与中小学资源共享具有重要作用,将有利于各主体参与协同,解决传统师范生培养模式中的弊端。"U-G-S"师范生协同培养机制可采取优化培养方案、加强教育教学实践基地建设、增强各方主体合作制度保障等措施。     

Fluent reading in special primary education

The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by “monitoring of pupil progress”, “reflection on own teaching”, and “setting targets” are the most important explanations for the improvement in pupils’ reading achievements.     

Selecting or rewarding teachers? International evidence from primary schools

Using data from the existing four waves of PIRLS, this paper examines the effect of teacher quality on fourth-grade students’ literacy test scores by exploiting variations induced by reforms in teachers’ selection and/or reward schemes. We construct an original data set of reforms by the government taking place at the national level after World War II and affecting the working conditions of primary school teachers. We match these indicators of reform activities with the year of entry into the profession for each teacher, our identifying assumption being that new entrants are mainly affected by the reform, with the impact of the reforms dissipating over time. We show that more selective recruitment processes are positively correlated with pupil achievements, while better teacher working conditions (including to some extent retirement policies) exhibit the opposite correlation.     

基于传承发展民族传统体育的中职体育课“三教”改革与实践研究——以广西城市建设学校为例

传承和发展民族传统体育是时代背景下民族文化焕发新生命力的重要契机,同时也是中职学校开展“三教”改革的重要突破口。基于“传承+发展”的改革思路,针对民族传统体育课在“三教”改革中出现的问题,提出基于传承发展民族传统体育的中职体育课“三教”改革方案,包括组建基于“双师、双能、双馨”的中职体育课“三双型”教师队伍,建构基于“分类、分项、分层、分段”的中职体育课教材改革“四分模式”,形成基于“课内课外”的中职体育课“双课多元混合”教学法。     

中小学英语教师继续教育新反思

随着我国基础教育课程改革的不断推进,作为实施新课程主体的英语教师面临着新的挑战。新课程需要新型教师,而在新型教师的培养中,除了对高师院校英语专业进行课程改革外,学历达标的教师的继续教育也承担着重要的责任。从新型教师所具备的素质入手,对中小学英语教师继续教育进行了新的反思。     

The Way They See It: An Evaluation of the Arts Across the Curriculum Project

This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts‐infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three‐year pilot project, using a variety of instruments including surveys, structured observations, interviews and video diaries. This article presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they ‘saw it’. It should be noted that the research team that evaluated the initiative had no say in the design of the project.     

国家级课程改革实验区教学改革调研报告

两年来 ,国家级课程改革实验区的教学改革取得了很大成绩 ,“为每一位学生的发展”的新课程理念在实践层面得到了体现 ;由传统的知识性教学转向现代化的发展性教学 ;新课程的实施有力地促进了教师的专业化成长。国家级课程改革实验区的教学改革也存在许多问题 ,如把“对话”变成“问答”;为夸奖而夸奖 ;把“自主”变成“自流”等。要解决现存的问题 ,把教学改革深化下去 ,就要加强面向实际的理论研究 ,推进以校为本的教学研究制度的建设 ,推进教师专业化成长 ,推进考试评价改革的步伐     

Understanding the Ecologies of Education Reforms: Comparing the Perceptions of Parents and Secondary Teachers and Students in China

This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacher-directed lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements.     

教师资格证书考试制度改革与教师教育专业的培养模式改革

为了突出育人导向、能力导向、实践导向、专业导向,教育部2011年开始中小学和幼儿园教师资格考试改革试点,2013年扩大试点,2013年秋季全面推进中小学教师资格考试与定期注册制度改革,规定非师范专业毕业生可以参加教师资格证书考试,师范专业毕业生不再自动获得资格证书,必须通过考试才能获得资格证书。这项改革是一把双刃剑,克服了缺陷的同时带来新的问题。师范专业按照中小学幼儿园教师培养目标、培养方案开展教师培养,经过教育实习,最终还要通过考试获得资格证书,而非师范专业只经过心理学、教育学考试和教育教学能力测试,不经过教育实习,就可以获得资格证书。这种政策隐含着对师范教育、教师教育的否定,其后果是高等学校教师教育专业彻底演变成学科专业,尤其是教育实习,将成为公平问题的焦点。特别是各省市自治区的教师资格证书考试科目和内容与教育部印发的《教师教育课程标准》之间缺少契合。教育部印发的文件之间相互冲突。这可能会导致高等学校取消教师教育专业,开办教师资格证书课程中心,不再为学生提供实习,只辅导资格证书考试课程。因此建议撤消教师教育专业,实行四年学科专业教育加一至二年教师职业教育的制度,培养更高水平的基础教育教师。