校企全方位合作教育模式及实践

本文系统地阐述了“全方位合作教育模式”的基本内涵和基本要素,同时对高职院校开展校企全方位合作教育的前提和运行方式进行了总结,最后介绍了深圳信息职业技术学院实践＂校企全方位合作教育模式＂的发展历程、运作过程以及实施效果.     

服务决策服务实践高教研究和高教学会的生命力所在

保障高等教育“持续、健康”发展,必须加强高等教育科学研究,掌握和遵循高等教育发展规律。服务决策、服务实践是高等教育研究和高教学会的生命力所在。     

爱的教育:夏丏尊的教育思想与实践

一生坚守平淡,从不愿涉官场半步,却始终心忧天下;没有半张文凭,更没有成名成家的企图,却开一派之先,成一代大师;志屏绅冕,教瘁其身. 教惟以爱,众归如春,是夏先生一生追求和实践爱的教育的真实写照.     

Bourdieu on Education and Social and Cultural Reproduction

Bourdieu's work has attracted considerable interest and, not withstanding criticism of his style and obscure theoretical formulations, has introduced some powerful concepts into social theory. This paper examines Bourdieu's contribution to the sociology of education and especially his account of socially differentiated educational attainment. Particular attention is given to issues of structure, agency and habitus, the cultural autonomy of the school, arbitrary and necessary school cultures, and the distinction between primary and secondary effects on educational differences. Some specific criticisms, for example Elster's charge of a double account of domination, are also addressed. Bourdieu's concentration on habitus as the most significant generator of practice is held to be a theory of socialisation and the paper examines the nature of the explanation of social practice provided by such theories. The argument concludes with a plea for critical tolerance with respect to Bourdieu's work but with a suggestion that his account of socially differentiated educational attainment in terms of habitus is finally inadequate.     

The meaning and significance ofethnicity in educational discourse

Summary The argument adduced in this article proposes that confusion about the meaning ofethnic and of similar terms can be avoided if the terms are newly defined for each case under consideration. Such a definition should specify which attributes have been selected for distinguishing the compared ethnic groups from each other in respect to the particular facet of educational under discussion.Ethnicity is significant in educational discourse only if (1) people's ethnic status affects their treatment or their self-perceptions in educational settings, or (2) the contents of education (curricula, textbooks, lectures) reflect ethnic differences, or (3) educational practices and contexts influence the ethnic status to which an individual is relegated.     

The management of academic culture: Notes on the management of meaning and social integration

This article is concerned with the management of the symbolic life of academic organizations, an area strangely neglected in discussions of academic management. The adoption by higher education of the techniques of market-based businesses comes at a time when these businesses are being criticized for lack of attention to organizational culture. Academic institutions may best be understood as value-rational organizations grounded in strong cultures described as ideologies and belief systems. Some thoughts on the management of academic culture, on the management of meaning and social integration, are developed.This is a revised version of a paper originally presented at the Fifth International Conference on Higher Education, University of Lancaster, 2 September 1981. I am indebted to Philip Altbach, Tony Becher, Zelda Gamson, and the members of Study Group Six for their constructive criticisms of the original paper.     

积极心理学的心理学意义与教育学价值初探

在上个世纪末,在心理学研究领域中提出了积极心理学这一全新概念,在逐渐发展w中形成了现代心理学思潮,并成为了心理学研究的焦点所在。积极心理学是相对于消极心理学所提出的概念,并重新赋予心理学以功能,借助博爱与人性这一核心思想的传递,彰显出了积极心理学所具备的社会学与教育学价值。本文针对积极心理学的心理学价值进行了探讨,并剖析了积极心理学的教育学价值,以供参考。     

Educology: The theory of educational practice

The relationship between psychology and education may be expressed in terms of two general models: the traditional hierarchical model, according to which psychology is the “parent” discipline; and a parallel model, in which the relationship between “pure” theory and its application is metaphoric rather than paradigmatic. The hierarchical model, however, does not hold even for such a “tight” area as behavior modification, let alone for educational practice in general.Educational practice, as a professional enterprise, should be guided by a consistent set of constructs taken from the practitioner's universe of discourse. The professionalization of education has been delayed because of attempts, mostly vain, to guide practice by applying constructs derived from other disciplines. Other disciplines, notably psychology, can be useful for education but in a metaphoric sense only. “Educology” is suggested as a convenient term for the set of constructs that should give coherence to educational decision-making.     

The meaning of out-of-field teaching for educational leadership

Assigning teachers to a position for which they are not suitably qualified influences effective educational leadership. The paper reveals assumptions and misconceptions about the lived experiences of teachers in out-of-field positions and what it means for effective educational leadership. The multilayered meaning of out-of-field teaching for quality education is an international concern which includes countries such as Australia, USA, UK, Korea, Europe, Turkey and South Africa. The paper reports on a transnational qualitative investigation conducted in Australia and South Africa at seven schools in different educational environments. The meaning of lived experiences in relation to out-of-field teaching and educational leadership is explored through the lenses of educational directors, principals, specialist and out-of-field teachers and parents. An in-depth discussion of the practical and social implications unveils taken-for-granted traditions and cultures in relation to out-of-field teaching. The paper concludes with an in-depth discussion of the meaning out-of-field teaching has for educational leadership, while it underlines specific complexities for decision-making and policy development. The need for further research in relation to educational leadership training and professional development in relation to the out-of-field situation is revealed.     

试论教育实验的涵义及其特征

教育实验是一种特殊形式的实验活动,它是教育教学活动与科学研究活动的有机统一。理论假设、实施控制、科学分析是其主要特色。从教育实验的独特性来看,其主要特征在于假设的可完善性、控制的合教育性以及结果的数量化。     

对高职教师教学质量评估的实践

对教师教学质量评估，就是对教师的业务进行考核。通过评估，除加强教学管理部门对教师全面科学管理外，最重要的是能及时将各种评估信息反馈给教师本人，使其明确自己的优势与不足，了解自己的实际教学水平，促进自我提高和完善。同时，可引入竞争机制，使科学的评估结果成为教师晋职、晋升、表彰重要参考依据，以调动教师搞好教学工作的７主动性和积极性，利于师资队伍的群体优化，有力推动教学改革。几年来，我院对教师教学质量评估进行了一些实践性探讨。一、评估内容及对象高职教师质量评估的内容以课堂教学含实验课为主。即：教案书写…     

The Design of Writing: Unfolding systems of meaning

This article explores the findings of a small research study that asked writers to describe a meaningful, personal incident using first narrative and then poetic forms. The poetry raised many anxieties about writing, including the revelations of subjectivity and the risks in sharing such work with a group. To understand some of the complexities of these responses, the researchers thought of writing as an ecology with interdependent systems influencing the writing. Rereading the research texts, they traced some of those systems that affect students' writing and understanding of poetry.