考试需要立法——关于构建考试法的探索

考试关系人的发展与前途,参与人多,涉及面广,需要立法。我国考试法制建设滞后,面对考试活动的发展和社会主义民主法制的进程,探索构建考试法非常必要。考试法的法律地位、立法宗旨、基本原则、调整范围,是考试法构建的基本框架。     

《国家教育考试法》草案的三点建议

制定《考试法》,以法律手段规范考试行为,是建设法治社会的需要。就目前媒体对《考试法》草案的报道来看,笔者就进一步完善草案提出三点建议:第一,应当进一步扩大《考试法》的适用范围。法律适用范围直接关系到法律实施的效果,它应当根据现实的需要和实施的可行性来确定。《考试法》草案将适用范围限定在由国家教育部门组织的全国统一考试中,而     

对国家考试立法的思考

我国有必要制定一部国家考试法,一方面可以规范考试制度,使其发挥应有效用,另一方面也是构建法治国家的需要。尽管制定国家考试法的必要性已经十分突出,但在它真正出台之前,需要廓清国家考试法的适用范围、功能定位等问题,因为它们关乎这部法律的质量。     

从科举法到考试法

科举法设计了一套考官之间、考生与考官之间相互监督的制度,体现出重视程序建设、相关规定严密而具体,具有可操作性等特点。科举法与考试法在考试精神上、面临的问题上存在一定的相似性。从当前考试法的不足来看,我们也需要借鉴科举法,以不断完善考试法。     

私法视角下的考试法

教育考试法,就其根本性质而言,毋庸质疑的是属于行政法范畴,但考试法调整的法律关系的内容不仅仅局限于行政管理,有相当一部分是规范平等主体之间的关系,考试法应当对此种关系作出明确规定。     

论《考试法》法律价值的现实选择与理想超越

《考试法》的制定有特殊的时代背景和特定的法律背景。对考试法的价值期待主要有两种:一是遏制考试作弊行为,二是通过保护考试权利而重构考试模式。作为现实合理性的基本依据,考试法客观上必须具有遏制作弊的功能,而通过制定一部法律来改变国家的考试模式,则是其法律价值的理想超越。二者之间的矛盾之处是立法时必须注意的核心问题,从而避免考试法的异化。     

私法视角下的考试法

考试法,就其根本性质而言,毋庸质疑的是属于行政法范畴,但考试法调整的法律关系的内容不仅仅局限于行政管理,有相当一部分是规范平等主体之间的关系,考试法应当对此种关系作出明确规定。     

私法视角下的考试法

教育考试法,就其根本性质而言,毋庸质疑的是属于行政法范畴,但考试法调整的法律关系的内容不仅仅局限于行政管理,有相当一部分是规范平等主体之间的关系,考试法应当对此种关系作出明确规定.     

文摘荟萃

信息中国制定考试法引发社会大讨论新中国成立几十年来第一部规范国家教育考试的法律——《国家教育考试法》(下称《考试法》)目前已起草完毕,进入征集意见和讨论阶段。《考试法》的出台将使打击考试作弊有法可依,舞弊行为将被视为违法甚至犯罪,由此引发了社会大讨论。专家表示     

本月搜索

《考试法》草案今年出台惩治作弊将有法可依千呼万唤的《考试法》有望在今年出台。《教育部2005年工作要点》第34条称,要加强教育法制建设与政策研究,……推进《学校法》和《考试法》草案制定工作。推动各地制定配套性教育法     

The inspirited nature of mindful curricular enactment’s community (re)making

Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings.     

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.     

Conceptualising play-based learning from kindergarten teachers’ perspectives

This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills.     

School leaders’ and teachers’ work with national test results: Lost in translation?

Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders’ and teachers’ policy enactment as they construct responses to policy. The data consists of video recordings and observation of leadership meetings and teacher-team meetings. A critical discourse analytical approach combined with perspectives of policy enactment as a process of interpretation serve as analytical concepts. The findings indicate the school leaders act more as narrators and enthusiasts, while the deputy managers and teacher-team leaders are more messengers and enforcers. The teachers mostly keep the discursive role as critics and preventers of ‘overburdening.’ A main argument is that the policy expectation of using national test results as a tool to develop school quality and student learning seems to be lost in translation.     

论教师的课程创生

“教师的课程创生”意在回答教师与课程的内在关系,它源于但又超越“课程实施的创生”,主张教师在整个课程运作过程中都应充分发挥主体性和创造性。“教师的课程创生”这一命题的确立,对于变革课程观念、转换教师课程角色及课程运作价值取向的转型具有十分重要的意义。     

走向“自觉”的课程创生——教师课程创生素质的提升与学校课程文化氛围的创设

课程创生是基础教育新课程改革提出的新要求,但目前教师的课程创生仍处于自为状态,离自觉尚有距离。要使教师的课程创生从自为走向自觉,完成从应然到实然的转变,从教师的角度来说,一是需要在观念层面上准确理解课程本质,二是需要在操作层面上创造性地进行课程运作;从学校的角度来说,则需要学校积极创设并形成以探究、合作和平等对话为基本特征的课程文化。     

“Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core

The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment, and second, it helps to explain the need for new professional development approaches.     

开发股指期货的意义和策略

<证券投资基金法>的出台,有利于投资基金的发展和壮大.同时投资基金的发展与壮大,也需要股指期货的支持;另一方面,其他国家准备推出中国股指期货,势必会对中国股市产生影响.在此背景下,中国加快开发股指期货有重大的现实意义.与此同时,开发股指期货要采取必要的策略,使中国股市在规范中发展.     

当前严重暴力犯罪特征、成因及对策刍议

严重暴力犯罪是一种严重的犯罪行为。它对社会的危害极大。研究、剖析严重暴力犯罪的特征、成因,是对付严重暴力犯罪的重要前提。据此,本文旨在探析力求取得较为理想的斗争效果为最高准则,力争方案上好中选好,措施上做到万无一失,结果上减少危害,且有效地遏止严重暴力犯罪,以保证社会主义市场经济建设的顺利进行。     

Teacher and student enactments of a transdisciplinary art-science-computing unit

Instructional Science - Transdisciplinary learning environments have potential to bring together the arts, sciences, and computing within schools. We investigate the student and teacher enactment...