移动教育:教育发展的新方向

对移动教育的研究起于20世纪末,现在移动教育已经成为远程教育与数字化学习领域的一个研究热点.文章介绍了移动教育的定义、特点,解析了移动教育系统的基本构架,分析了当前移动教育的两种方式,最后讨论了在当前情况下实施移动教育存在的问题.     

继续教育与终身教育的新方式:现代远程教育

继续教育和终身教育以促进人在一生中不间断的学习为主要目标,而现代远程教育作为新时代科技发展中的产物,其延续了继续教育与终身教育的教育观念,并结合自身的优势,创造出更加适合的教育方式。本文主要分析了现代远程教育的优势,并针对我国现代远程教育的发展问题及应对措施进行了研究和探讨。     

素质教育的基本渠道:人文教育融入专业教育

大学教育的特点是其知识研究的高深性和专业性，作为高等教育改革的重要内容，大学素质教育的实施若不结合专业教育进行，将难以获得实质性和持久性的效果。本文就大学文化素质教育深入发展中的问题进行了分析，提出人文教育融入专业教育的必然性与可行性，并对具体的实施措施进行了探讨。     

Liminal practice and reflection in professional education: police education and medical education

ABSTRACT

This paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum.     

Poverty reduction and adult education: beyond basic education

One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty, the trend has been to focus on literacy or basic education. Nevertheless, adult education is potentially much more than literacy or basic education. Successful contribution of adult education to poverty reduction programmes includes also agricultural extension, vocational education, community development and training for active citizenship. In this introduction of the special issue of the International Journal of Lifelong Education, we will sketch the state of the art for each of these branches of adult education. Moreover, our central argument will be that developing countries do not only need a more extended system for adult education, but also a more flexible and more targeted system than the rather traditional practices in most developing countries.     

道德教育:现代大学教育的灵魂

道德教育随着人类明的产生而产生，是人类明发展史的“测量器”，是全面发展教育中不或缺的组成部分，而现代大学是培养人才的重要基地，在当今教育现代化的浪潮席卷世界、锐不可挡之时，是一个亟待解决的问题，因此，加强道德教育已成为现代大学教育的必然趋势。     

Globalisation and science education: Rethinking science education reforms

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.     

Multicultural education: It is education first of all

This article examines a number of unclear and sometimes erroneous notions about multicultural education. These notions are distinguished from its central core of meaning, which is a focus on the teaching and learning process. It also examines the relationship between multicultural education and the social foundations of education.     

人性教育:人文教育的“课程方法”

人文教育含义相对较宽 ,人性教育意旨较深。人性教育与人文教育有着不解之缘 ,人性教育形成人文教育的“课程方法”,现实中的人文教育则有“人文教育”的异化现象。人性教育不满足于人文知识一般性的授受 ,强调扌契渗于人性、人情的深层进行人文知识、人文精神教育 ,使人文教育真正成为“人文素质教育”。经过现代诠释、转换的“良知”、“良能”是构筑“人性圆周”的“圆心点”。对人文知识的人性还原 ,对文化规定的人性反省 ,对自我抉择的人性提升 ,是人文教育须重视的方法原理     

Movement education: Balance

Balance, an important aspect of all movement, is the ability to maintain one's equilibrium in relation to the force of gravity by making minute alterations in one's body position. This article is excerpted from Movement Educationavailable from Munro-Drake Educational Associates, 79 Knollwood Dr., Newport, VA 23602.     

义务教育的均衡发展是教育平等的基石

Balanced development of compulsory education is not only the cornerstone of education equity, but also the fundamental part for realizing a harmonious society. There have been several achievements in balancing the development of compulsory education in China, such as narrowing the gaps in compulsory education between rural, urban, and other areas. However, the development of compulsory education is still confronted with several issues, including the gaps between rural and urban schools, the gaps between teacher’s situations in rural and urban area, higher drop-out rates of rural compulsory education than that of the national average level, etc. Based on the analysis of these issues and reasons, the suggestions for the policy-makers are as follows: (1) it must be further clarified that governments at all levels must take all responsibilities for the balanced development of compulsory education so as to integrate local authorities’ input and the central government’s subsidies; (2) the allocation mechanism of resources for compulsory education should be set up with “qualitative and fair growth” as its aim; (3) The quality standard for compulsory education based on the national curriculum standard should be worked out for playing the role of quality inspection in the fair development of compulsory education, and a relevant system of responsibility should also be established; (4) A national unified card for compulsory education should be adopted, which would help abolish extra fees for non-permanent-resident students receiving compulsory education in other places and (5) civilian-sponsored schools should be encouraged to offer compulsory education. __________ Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2007, (2): 3–11     

Traditional education and methods of access: Transcripting extrainstitutional education

Innovative Higher Education - The evaluation of training and education sponsored by the Armed Forces, business, and industry as well as prior learning assessment has been systematically...