教育之对话本真及其对教育管理的启示

教育只有以本真的方式存在,才能永葆其本质。在中西方文化与教育的源头上,两位教育大师孔子和苏格拉底创造的对话教育之古典范本以原始、质朴和天然的方式呈现了教育的原生态和本真存在方式。教育赖以发生的几种主要形式都是以对话的样式存在的。教育之本真在对话,它以对话而存在,因对话而发展。教育对话本真对教育管理的启示在于:要采用顺应教育对话本真的管理方式,使教育管理更加人性化、科学化和民主化;要用对话重建教育管理的内在关系,形成一种内在的良性互动机制;要用对话促进教育管理去行政化;要用对话解放教育管理人性,释放教育管理内在活力与动力。     

德育的对话教育模式分析

对话是主体双方在平等基础上相互理解和交流的过程，在德育中，教师和学生在相互作用中达到相互理解和精神沟通，从而促进学生道德水平的提高。对话教育模式有助于弥补传统德育中的缺失，提高道德教育的实效性，对于德育建设具有十分重要的意义。     

对话教学：内涵、特征与原则

文章从理性思考的角度，探讨了对话教学的内涵、特征及原则；阐释了对“对话教学”的广义和狭义理解；论述了“对话教学”的民主平等性、合作互动性、探究创新性及开放生成性特征；提出了“对话教学”的知情相融原则、知能统一原则、回归生活原则、课内外结合原则及分层共进原则。     

The Democratic Potential of Parental Dissent: Keeping Public Schools Public,Legitimate, and Educational

In this essay, Sarah Stitzlein describes the democratic potential of parents choosing to opt out of school testing, explaining how they ought to engage in political dissent to best fulfill their responsibilities as citizens and to practice democracy on behalf of children and schools. Parents' decisions to opt out are often based on rights claims about their oversight as parents; moral claims regarding the potential undue pressure testing places on children and the misuse of students' scores; political and economic concerns with the role of corporations in testing; and educational claims about the validity of scores, the narrowing of curriculum, and the deprofessionalization of teachers who feel they must teach to the test. By building publics around these rationales and shared concerns, parents may increase the political legitimacy of public schools and create public schools that are more deeply public; in some cases, they may also provide an educational model of democratic life for budding citizens in schools to observe and learn from.     

论三重生命之教育意蕴

教育的实质是一个不断提高个体生命质量,实现个体生命价值的过程。人的生命是由自然生命、精神生命、社会生命构成的三重具体完整的生命存在。依据这三重生命的特性,赋予以下教育意蕴:确保生命的自然天性———尊重生命,体育为先;实现生命与教育的共生长———德、智、美育之统一;社会生命回归生命价值———个体社会化、"共在"状态、生存教育;最终实现生命品性之完满张扬。     

高校学生伤害事故的类型及处理原则与预防对策

文章通过对高校学生伤害事故的类型与责任认定以及处理的基本原则的分析，提出了预防高校学生伤害事故发生的相应对策。     

浅谈广播电视有偿新闻的成因与预防

有偿新闻在新闻媒体，包括广播电视单位已呈蔓延趋势，它的危害性也早已人所共知。有偿新闻因何而起、为何而发已经越来越被各级各方所重视。随着广播电视在人民群众生活中的地位越来越明显，作用越来越重要，有偿新闻何去何从不仅关系到广播电视媒体自身的生死存亡，更关系到党的新闻事业的发展方向，人民群众切身利益的保证。     

仪式中的教育：蒙古族察罕苏力德祭祀仪式及其启示

蒙古族察罕苏力德祭祀仪式从教育方法角度看是一种情景教育法。祭祀仪式情景中进行的教育内容有：自然观教育、民族历史文化教育、社会行为规范和道德教育、族群认同教育。在情景中施教的察罕苏力德祭祀仪式,带给学校教育如下启示：寓情于景,寓教于景;拓展教育环境,实施完整教育;追求多种教育形态共生。     

论法国《教育法典》的教育平等原则：内涵、依据与功能

教育平等原则是法国《教育法典》的三个基本原则之一,具有四重内涵：保障受教育机会平等,通过援助等手段促进实质平等,确保包容性的学校教育,学生参与及社会参与。教育平等能够成为法国《教育法典》的基本原则,一方面具有历史依据,有利于法典保持基本原则和制度的稳定性;另一方面具有宪法依据,从而使这一原则具有充分的民主基础。教育平等原则在法国《教育法典》编纂中发挥了建立基本制度和产生具体规则的功能,真正贯穿于法典,支撑起法典的结构。     

Identifying an Educational Response to the Prevent Policy: Student Perspectives on Learning about Terrorism,Extremism and Radicalisation

School responses to the Prevent agenda have tended to focus primarily on ‘safeguarding’ approaches, which essentially perceive some young people as being ‘at risk’ and potentially as presenting a risk to others. In this article, we consider evidence from secondary school students who experienced a curriculum project on terrorism, extremism and radicalisation. We argue that a curriculum response which addresses the acquisition of knowledge can build students’ critical capacity for engagement with radicalisation through enhanced political literacy and media literacy. We further argue this represents a genuinely educational response to Prevent, as opposed to a more restrictive securitised approach.     

Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs

A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and of ideology to describe an important aspect of pressures for inclusion helps to explain this pattern of development. The paper concludes that both approaches require further systematic empirical data on the outcomes of different patterns of educational provision.     

古代中医医德规范及其思想政治教育功能探析

中国古代医学包含了丰富而完整的医学道德规范体系。十全为上的医德评价标准,严谨求精的行业责任要求,博施济众的医患关系要求,重义轻利的从业价值取向,这些思想与大学生思想政治教育具有相同的价值追求。基于责任公民、建设者和接班人培养的逻辑之上,应该使二者有机结合,发挥其合理效应。     

教育理论:走向交往和对话--关于重塑我国教育理论主体地位的思考

20世纪是中国全面引进、吸收和消化西方教育理论的世纪。在吸收西方教育理论的过程中,中国教育理论自身的主体性却在很大程度上丧失了。教育理论的交往和对话应该以承认并促进各自主体性的存在和发展为前提。中国教育理论获得新生的关键是重塑其自身的主体性,这离不开吸收现代西方教育理论的长处并激活中国传统教育理论中的精华部分。     

教育民族志:含义、特点、类型

教育民族志是教育研究的基本方法、取向和成果呈现形式之一。此研究在解说民族志含义的基础上,对教育民族志的基本特点和主要类型作了分析。     

开启教育行动研究中的反思性对话：问题、原因与策略——校外协同研究者的视角

反思性对话之于行动研究及其研究者具有重要价值与意义。文章以不同形式展现了行动研究中反思性对话的境况,从校外协同研究者的视角分析了阻碍反思性对话深入进行的问题及其原因和性质。提出开启和深化反思性对话的策略：开展各种小活动、示范、对话技能的引导与训练以及邀请相关权力部门与利益群体参与对话。     

Letters to Our Children: Narrating Legacies of Love,Dissent, and Possibility

Drawing from Cervantes-Soon’s (2012) framework of testimonios as confessions, counter-narratives, and consejos, we explore how writing letters to our children serves as a process of historical documentation, healing, and a passing down of social justice principles and family history. Additionally, we expand on Cervantes-Soon’s framework by utilizing testimonios as a process by which to affirm intergenerational memory. Finally, connections are made to the potential role of letter writing as an important pedagogical tool.     

基础教育课程改革中的情感教育

学生个性的发展不仅要重视智力活动,而且应通过情感陶冶,充分调动学生非智力因素的潜能,使学生既能保持思想高度集中,又能在精神轻松的情况下进行学习。师生双方的尊重、信任、沟通是情感教育的基础,而它们都来源于基于教师对学生平等的爱。     

The Resource Advantage Theory of Competition: Implications for Higher Educational Institutions in Singapore

The purpose of this paper is to examine the educational strategic management implications of the Resource-Advantage Theory of Competition, proposed by Shelby D. Hunt (1995). Hunt essentially challenged `managers' and practitioners to engage in the discussion of competition based on what develops as `resource-advantage.' It is posited that comparative advantages in resources can lead to marketplace positions of competitive advantage, which then lead to a superior performance. The fundamental premise of this theory is that the equilibrium-based analysis of much mainstream economics actually eliminates both the heterogeneity and dynamism that marks real-world industrial competition. Instead, resources of an organization should be viewed as heterogeneous and imperfectly mobile, and intra-industry demand is substantially heterogeneous. A discussion on the competitive positions of some educational industry participants with regards to innovation, learning and competitive dynamics is provided. This revised version was published online in July 2006 with corrections to the Cover Date.     

科学-人文教育:涵义、特征与意义

科学-人文教育是作为整体的教育存在和作为教育的整体存在的表征,是科学教育与人文教育在培养人的社会实践中整体融通、相互建构生成的一种存在性、一体化联结,其呈现在于科学教育与人文教育的相对平衡、科学教育与人文教育的边缘对话和全面成人理念的树立。这样一种教育存在及存在展开的生存形态,具有关注教育过程、兼重科学教育与人文教育、强调成人的精神取向等特点,它表征着教育谋求自身完整存在的某种完成,推动科学教育、人文教育成为本真的教育,促进教育致思转向生成性思维。