教材编者是未来人才的设计者和铸造者

人民教育出版社一路走来,历经风风雨雨,在一条曲折的道路上不断前进.在纪念人民教育出版社成立60周年的时候,社领导提出编撰出版<新中国中小学教材建设史(1949-2000)研究丛书>方案,这是一项对今后教材建设健康发展有重要意义的大事.我有幸参加中学化学教材建设史的研究工作,并担任<化学卷>的主编,深感回顾过去,展望未来,有很多经验、教训值得总结,有些问题需要进一步研讨,以促进教材改革科学、持续的发展.     

Responding to diversity: the challenge of expanding basic education for young people in the south

This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole. Based on significant developments in various countries across the South, the article also discusses some key challenges that ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and young people.

The road to nowhere begins with where we are: Rethinking the future of American education

The purpose of this essay is two-fold: to explain briefly the central features and functions of the present system and to suggest why it has become so resistant to meaningful systemic reform; and to articulate several general principles of transformation that must undergird a new vision of education in the 21st century. Our programmatic hope is that others will engage in the kind of serious, ongoing dialogue necessary to open our minds and hearts to both the possibilities and difficulties accompanying any serious effort at systemic reform in American education.     

中国英语的标准问题及其他——对《中国英语研究存在的问题》一文质疑

针对《中国英语研究存在的问题》一文提出的中国英语必须满足的两条标准,认为英语本族语者的认同标准不具有现实意义;对文中的中国英语基本上不存在的句法和篇章层面进行了相关研究的回顾和总结,证实中国英语在句法和篇章层面具有显著特征;同时,指出了《中国英语研究存在的问题》一文对中国英语研究有关问题的误解。     

The current educational research and policy hiatus: Where is the expertise to meet the challenge?

Persistent calls for closer relations between research and policy from the educational research community in Australia and elsewhere, reflect growing concerns about a perceived lack of impact which educational research has on educational policy formulation and implementation. Rarely, however, is there any systematic attempt on the part of those expressing such concerns to explicate source reasons for the obvious hiatus existing between research and policy. Though not possibly accepted by the prevailing wisdom, several reasons particularly germane to the Australian context are proposed and discussed. The central theme underlying the paper is that there is an acute shortage of researchers (both staff and postgraduate students) in Australian tertiary schools and faculties of education with the training, skills and experience to meet either the current or emerging educational policy agendas of State and Federal governments. The paper argues that this state of affairs, seriously militates against the academic research community’s present and future capacity to make relevant contributions towards government policy requirements for research, unless radical steps are taken to redress these shortages.     

Exploring the future of lifelong learning: advocacy, research and footprinting

This reflective think-tank contribution begins by comparing advocacy and research as distinct modalities of professional and social action. In practice they frequently elide and merge into one another. While alliance and complementarity between the two modalities is constructive for shaping policy and practice, it poses risks when governments and state apparatus play their own advocates, co-opting research into the endeavour. Established classification and distribution policy logics are ill-attuned to transversal and holistic agendas such as lifelong learning; this leads to competition between interest groups defined by educational sector and level, and it occludes life-course perspectives on learning that have the capacity to resituate understandings of shared interests. Transversal and holistic agendas demand forms and styles of evidence that can encompass these qualities; indicators and benchmarks as currently employed in educational policymaking are under-developed with respect to lifelong learning. The successful example of eco-footprinting could suggest a way forward that is not only evidentially more appropriate, but could also achieve greater impact for the development of lifelong learning policy and practice.     

图书馆如何应对未来研究人员的信息行为变化

＂Google一代＂即将成为未来的研究者和图书馆信息的使用者,图书馆能否满足他们的信息行为,将成为能否充分发挥图书馆作用的重要因素。本文通过对＂Google一代＂的信息行为特征进行研究,分析了未来的信息环境,国外图书馆的信息服务特点,提出了我国图书馆的建设和发展方向。     

唐代的病坊与医疗救助

本文在前贤研究的基础上,对唐代的病坊进一步探讨.在援引佛教典籍中有关病坊的记载后,对学界争议的病坊设置时间向前推了一步.对有唐一代病坊的隶属情况、经济来源以及病坊在唐代的功用及价值,进行了公允、客观的论述和评价.     

Towards equality: the voices of young disabled people in Disability Rights Commission research

Increased participation and success in education for disabled people will improve their social inclusion and benefit society in general. In this article Louca‐Mai Wilson discusses Disability Rights Commission research on education and its implications for policy and practice. Research findings are considered in relation to the need for the voices of young disabled people to be heard in research, policy and planning. A key finding was that young disabled people want to be regarded and treated as equal to their peers, with the same rights of access and educational opportunity. But schools and educational establishments vary in their willingness and capacity to address and remove existing access barriers. Inclusion is a key issue for many young disabled people; many feel isolated at school and college and often have lower expectations about their future than their non‐disabled peers. Inclusive practice and participation are key to ensuring that disability equality in education is achieved.     

Human relations: A challenge to the teacher of speech

This essay illustrates some of the day‐to‐day tasks that an ombudsman performs and notes the centrality of speech communication to their resolution.     

From Representation to Emergence: Complexity's challenge to the epistemology of schooling

In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of knowledge is assumed to exist separately from the knowledge itself, this epistemology can also be considered ‘spatial.’ In this paper we show how ideas from complexity have challenged the ‘spatial epistemology’ of representation and we explore possibilities for an alternative ‘temporal’ understanding of knowledge in its relationship to reality. In addition to complexity, our alternative takes its inspiration from Deweyan ‘transactional realism’ and deconstruction. We suggest that ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, but that they are part of the same emerging complex system which is never fully ‘present’ in any (discrete) moment in time. This not only introduces the notion of time into our understanding of the relationship between knowledge and reality, but also points to the importance of acknowledging the role of the ‘unrepresentable’ or ‘incalculable’. With this understanding knowledge reaches us not as something we receive but as a response, which brings forth new worlds because it necessarily adds something (which was not present anywhere before it appeared) to what came before. This understanding of knowledge suggests that the acquisition of curricular content should not be considered an end in itself. Rather, curricular content should be used to bring forth that which is incalculable from the perspective of the present. The epistemology of emergence therefore calls for a switch in focus for curricular thinking, away from questions about presentation and representation and towards questions about engagement and response.