孔子教育人文关怀思想对德育工作的启示

孔子的教育思想中提出教育要以学生为本;在教育的过程中要“有教无类”,保证教育的公平;同时还要“因材施教”,尊重学生的个性特点,开展个性化教育。这些思想都充分体现了教育中的人文关怀,对我们更好地开展高校德育工作有深刻的启示。     

The role that mathematics plays in college- and career-readiness: evidence from PISA

Many studies have found a strong relationship between the mathematics students study in school and their performance on an academic or school mathematics assessment but not on an assessment of mathematics literacy (ML). With many countries, like the USA, placing emphasis on finishing secondary education being mathematically literate and prepared for college or career, this raises the question about the relationship between the mathematics studied in school and any ML students may have. The Programme for International Student Assessment (PISA) ML assessment is embedded in real-world contexts that provide an important window on how ready students are to tackle the situations and problems that await them whether they intend to pursue further education beyond high school or intend to go directly into the labour force. In this paper, we draw upon the PISA 2012 data to investigate the extent to which the cumulative exposure to rigorous mathematics content, such as that embedded in college- and career-ready standards, is associated with ML as assessed in PISA. Results reveal that both exposure to rigorous school mathematics and experiencing the instruction of this mathematics through real-world applications are significantly related to all the real-world contextualized PISA ML scores.     

Putting Children at the Centre: Making policy as if children mattered

Abstract

What do we mean when we say we want to put children at the centre of policy? What are the moral justifications for this approach? Has it become harder for us to understand this concept, when in practice paid work has been at the centre? In part confusion arises because the unpaid work of caring for children is invisible until it is marketized. In turn, the underlying problem is that we have forgotten our traditions of egalitarianism and adopted a powerful mindset that is proving to be paralyzing. Exploring New Zealand family policies such as paid parental leave (PPL), early childhood education, child tax credits (CTC) suggests that there is much room for improvement if the needs of children are to come first. But first and foremost we must have a very different, child-centric, colour-blind, non-judgmental change of heart.     

中国西部农村留守儿童学业心理特点及其学校管理对策研究

Left-behind children refer to those left behind by parents working away from home and taken care of by only one of the parents or relatives because one or both of the parents go out to work in the city. By using questionnaires, this study involves 8 627 rural pupils chosen from 10 provinces to examine academic psychological characteristics, containing academic self-concept, teacher-student relationship and the student attitudes towards school; and then it discusses the school management countermeasures. The results show: (1) children living with parents have the best academic performances; (2) children left behind with both parents working out show better than those living with one of the parents on academic psychological performance; and (3) children left behind with only one of the parents working out performs the worst, especially when only living with the father. Therefore, much more attention should be paid to those children. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 33–38     

广西贫困生主观幸福感研究

运用《国际大学调查》(ICS)问卷,对广西某高师院校417名贫困生和323名非贫困生进行抽样调查,考察贫困生的主观幸福感的基本状况,并对主观幸福感与各维度之间的关系作了分析。结果表明:(1)贫困生的主观幸福感显著低于非贫困生(P<0.05),生活满意度极显著低于非贫困生(P<0.001);(2)男、女贫困生的主观幸福感没有显著差异;男生生活满意度显著低于女生(P<0.05);(3)积极情感是预测主观幸福感的重要变量。     

从贫困理论到贫困救助理论——贫困理论功能的适用性下移

基于贫困理论的发展历程和其取得的成果,探讨其适用性下移,以期总结、丰富和发展贫困救助理论,进而进一步指导我们的实践工作。     

The influence of an NCLB accountability plan on the distribution of student test score gains

Previous research on the effect of accountability programs on the distribution of student test score gains is decidedly mixed. This study examines the issue by estimating an educational production function in which test score gains are a function of the incentives schools have to focus instruction on below-proficient students. NCLB's threat of sanctions are positively correlated with test score gains by below-proficient students in failing schools; greater than expected test score gains by below-proficient students do not occur at the expense of high-performing students in failing schools. This pattern of results tends to suggest that failing schools were able to benefit low-performing students in ways that were consistent with having operational slack, and that the threat of sanctions may stimulate greater productivity within failing schools.     

农村留守儿童的教育问题探析

城乡发展的不均衡使农村大批剩余劳动力外出务工,从而产生了一个特殊群体——留守儿童。留守儿童由于家庭教育的缺失,导致一系列学习问题,心理和道德问题,探讨农村留守儿童的教育问题有着重大的意义。     

贫困生主观幸福感及影响因素分析

目的:探讨贫困生主观幸福感的基本状况及影响主观幸福感的因素。方法:运用《国际大学调查》(ICS)问卷,对广西某高师院校417名贫困生和323名非贫困生进行测查。结果:(1)贫困生的主观幸福感(5.17±0.89/5.30±0.91,t=-2.071,P<0.05)、生活满意度(3.68±1.37/4.14±1.40,t=-4.486,P<0.001)显著低于非贫困生;(2)贫困生对谦卑(6.24±1.82/5.87±2.18,t=2.535,P<0.05)、生活的意义(7.51±1.71/7.17±2.19,t=2.420,P<0.01)、健康(7.87±1.66/7.46±2.27,t=2.871,P<0.01)、义务(7.71±1.66/7.26±2.13,t=3.244,P<0.01)、信仰(6.30±2.21/5.58±2.49,t=4.206,P<0.001)的重视程度显著高于非贫困生;(3)价值取向、生活满意度判断标准影响贫困生的情感体验;(4)社会心理取向影响个体的情感体验和总体主观幸福感;(5)外向性对贫困生情感体验的影响具有双重性。结论:贫困生主观幸福显著低于非贫困生,社会心理取向、生活满意度判断标准、外向性、价值取向影响主观幸福感。     

为孩子、为人民走近贫困－报告文学创作手记

中华民族曾因古老的明饮誉于世，而如今每年却有400万失学儿童，其中绝大多数在我国贫困地区，不仅是儿童，还有物质贫苦而精神富有的乡村教师，还有限于生存的贫困农民，为了他们，我拿起笔写作了一部又一部报告学，为了孩子，为了人民，我走近贫困，反映贫困，是为了呼呈全社会都来关注贫困，战胜贫困，走近贫困，对作家是一笔精神财富，无论作，不是做人。     

美国贫困儿童问题浅析

美国虽然是经济强国,但也存在着贫富两极分化的现象,贫困家庭儿童数量与日俱增,成为美国政府关注的重点问题。对美国贫困家庭儿童问题的现状、成因、各方面影响及政府所采取的应对措施进行分析研究,对于我国的教育资助制度的建立和完善有一定的启示和借鉴意义。     

当前我国“留守儿童”研究存在的若干问题

近年来"留守儿童"成为社会关注的一大焦点,关于"留守儿童"的研究数量成倍增长.本文分析"留守儿童"研究出现的背景,"留守儿童"研究中的非学术因素对研究结果的影响;对"留守儿童"研究的分析发现,研究数量不断攀升,研究视角呈多元化,以差异性的研究为主;从结论来看,研究中负面结论比较普遍,学者的研究与社会各界的过度关注,夸大了留守儿童问题的严重性;最后分析研究出现偏差的原因,提出对今后研究的几点看法.     

攻坚阶段我国职业教育扶贫的问题、成因及对策

职业教育扶贫是我国脱贫攻坚的重要组成部分。攻坚阶段,职业教育扶贫面临扶贫对象识别如何更加精准、扶贫主体间如何更加协同、扶贫供给如何精准对接需求、扶贫成效如何更具持续性等问题。而引发这些问题的主要原因是职业教育扶贫实践中扶贫对象主体地位不够明确,扶贫治理机制有待完善,职业教育与培训供给乏力,贫困人口发展能力培养受限等。职业教育要更好地服务脱贫攻坚,需要构建基于扶贫对象需求的职业教育扶贫制度保障,完善基于多方参与的职业教育扶贫治理机制,拓展基于多元优质的职业教育供给内容,遵循基于持续发展能力培养的目标定位。     

贫困的价值观与贫困的经济 --安康经济落后根源探微

贫困不仅是一种经济现象,而且是一种文化现象.贫困的价值观是安康经济社会发展长期落后的重要原因.安康人贫困的价值观主要表现为眷恋故土的"守土"意识,不求进取的"守常"观念,依赖心理和懒惰的人生态度,落后的消费观念等.     

Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children

The primary purpose of the present study was to better understand the roles of motivation and self-regulated task behavior for early school achievement differences among young, economically at-risk and not-at-risk children. Of the at-risk participants, 43 were 5-6-year-olds and 42 were 7-8-year-olds. Of the not-at-risk participants, 21 were 6-year-olds, and 21 were 8-year-olds. Results of the study showed that child-and-teacher-reported motivation levels were comparable among the at-risk and the not-at-risk children. However, the at-risk children showed poorer abilities to regulate their task attention than the not-at-risk children did. In addition, younger at-risk children's achievement scores were predicted by their levels of attention-regulation abilities. Results are discussed in relation to the importance of at-risk children's attention-regulation skills.     

Hope for the Future and Literacy Achievement in a Sample of Impoverished South African Primary School Children

This article reports on a study that investigated the problem of hope for the future and literacy achievement in a sample of impoverished South African primary school children. data was collected through a quantitative survey that was administered to 160 learners from four classes of grades 5 to 7 at a school in Soweto township, Johannesburg, South Africa. The survey comprised five literacy tests that were standardised by Do-IT Profiler, an institute based in the United Kingdom (UK), and Shape the learner, a South African based consultancy. The results showed a statistically significant relationship between hope for the future and literacy scores, with learners who had less hope for the future scoring significantly lower on the literacy tests used in the study. Specifically, learners with less hope for the future performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. Based on social constructivist learning theory, positive psychology, and hope theory, the author discusses the implications of the findings for literacy achievement in children living in poverty. Several important recommendations are made, namely: the use of a methodological tool to identify specific literacy skills in children; the support that could be provided by educators and school psychologists; and a multilevel focus in targeting poverty eradication.     

农村男性教育缺失对留守儿童的影响及对策

贵州农村男性教育缺失对留守儿童带来了诸多方面的负面影响,如悲观、内向,胆小、缺乏安全感,焦虑、紧张、缺乏自信,学习成绩差,自控能力不强,等等。解决这些问题需要从留守儿童所在的家庭和社会两个方面入手,通过让父亲角色“回位”和男性教育“补位”、增加学校的男教师比例等途径,促进留守儿童的健康成长和全面发展。     

对新经济条件下贫困概念的重新探讨

贫困历来是各国政府关注的问题之一，包括发达国家。当中国经济快速发展之际。贫困的人数也在大幅度减少。在新的社会历史条件下，贫困的概念也必须重新定义，以达到为了社会公正的目的来解决这一社会问题。本文试图用绝对贫困和相对贫困的概念来阐释这一现象，并通过中英两国社会的历史比较来澄清这一概念。     

透析农村留守儿童教育管理政策

梳理农村留守儿童教育管理政策,发现具有“三多三少”的特点,即国家政策多方向引领少专门法律,地方政策多雷同措施少本土特色,基层政策多普遍措施少实效办法。针对这些特点,文章从政策选择、政策支持、政策运作机制上提出了一些建议。     

中国农村贫困问题的思考

贫困问题是当今人类面临的重大课题。贫困有狭义和广义、绝对和相对两种理解。中国的贫困区域和贫困人口主要在农村，农村贫困具有不同于城市贫困的明显的特征，它是多种原因交互作用的结果。解决或消除农村和农民的贫困问题，要综合考虑，从多种路径着手。