Social structures in the economics of international education: perspectives from Vietnamese international tertiary students

Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship.     

Pedagogical Thinking in a Student's Mind: A conceptual clarification on the basis of self‐determination and volition theories

This article suggests that educational psychology should pay more attention to the role of the curriculum when the optimal motivation to learn in school is considered. The curriculum frames the teaching‐studying‐learning process in school. This fact has several implications on the motivation to learn in school. After the child starts school, his or her motivation to learn seems to change from an intrinsic motivation to an extrinsic motivation. To develop pedagogical thinking in a student's mind means that the student must become acquainted with the aims and goals of the curriculum, assimilate them into his or her integrated sense of self and, thus, fully accept them as their own. If this succeeds, it will have positive effects on the student's motivation at school and especially on the motivation to study and learn. The concept of pedagogical thinking in a student's mind is analogous to the concept of teacher's pedagogical thinking. Based on previous studies, this article provides an example of how joint‐planning can offer a learning environment that promotes students' pedagogical thinking and the internalisation of the aims and goals of the curriculum in school. This article calls for new theoretical syntheses and research programmes that better take into account the normative nature of learning and teaching in school.     

论流动儿童教育与人力投资、经济发展——一个“人力资本理论”的视角

自舒尔茨将人力资本定义为体现在人身上的、可以被用来提供未来收入的一种资本之后,人力资本是经济发展的重要因素,这一结论得到了众多经济学家的肯定。另一方面,加强对人自身的投资、提升个体的人力资本,进而在经济发展中实现个人价值,也引起越来越多的人重视。据统计,我国18周岁以下的流动人口达1982万。这一群体的教育问题开始突显,他们在城市的受教育状况受到关注。文章从人力资本培养的角度入手,分析了流动儿童基础教育面临的困境,以及导致这一问题的制度性障碍,在此基础上提出化解流动儿童教育困境的对策和建议,以期从根本上解决这一群体的受教育问题,为我国经济的持续稳定发展提供人力资本保证。     

The interrelation of twenty-first-century education and work from a gender perspective

This paper analyses the interrelation of twenty-first-century education and work from a gender perspective. The analysis is carried out theoretically by asking whether human capital theory and Bourdieu’s reproduction theory are adequate instruments for such an endeavour. It is argued that the explanatory power of the human capital concept of the interrelation between education and work is extremely weak, because the human capital concept conceals costs necessary to create human capital. In contrast, reproduction theory comprehends investments in education through reproductive work. But, reproduction theory fails short to explain ongoing gender hierarchies within employment. Therefore, analysis of social and societal structure needs to go beyond the focus on education and work to explain the maintenance of gender hierarchies.     

人力资本对经济增长贡献综合模型与实证研究

按照舒尔茨的观点,人力资本主要来源于教育的投资,因此,许多中外学者使用各种方法通过对受教育程度的度量来测量人力资本对经济增长率的贡献。然而,除教育投资外,通过干中学所积累的工作经验,也是人力资本形成的重要因素。本文就是利用索罗的综合生产函数法与冯万的教育人力资本模型,建立包括教育和经验在内的人力资本贡献的数理综合模型,实证地度量和分析包括教育和工作经验人力资本对我国经济增长率的贡献。同时,依据分析结论,本文也提出了相应的人力资本投资的对策主张。     

人力资本理论对职业院校教育改革的启示

以舒尔茨、贝克尔等人为代表的一批经济学家,在分析现代经济超常规增长原因的过程中,提出了人力资本理论。人力资本理论认为,人力资源是所有资源中最为关键的资源,其核心在于通过教育投资来提升人口质量,体现了实用主义的价值观。人力资本理论推动了教育经济学的发展,对于职业院校教育改革具有重要意义。为此,政府应重视并宏观调控职业教育,要注重学生实践能力的培养,要强化校企合作,要完善经费投入保障机制。     

基于Dornyei外语学习动机三维构建理论对汉语作为第二语言教学模式的研究

Dornyei外语动机三维构建理论是继Gardner的经典社会教育模式后的最有影响的第二语言习得的外语学习理论模式,葡萄牙学者Z.Dornyei以The Modern Language Journal为阵地,与Gardner进行了直接对话,并提出了自己的外语学习动机三层次说。本文基于这一理论,结合笔者的教学实践,依据Dornyei的10项外语学习动机的宏观策略,提出汉语作为第二语言教学模式,希望能对对外汉语教师有所启发。     

Learning in a comfort zone: cultural and social capital inside an outcome‐based assessment regime

Despite numerous problems with outcome‐based assessment systems, claims that they enhance learners' motivation and autonomy resonate with research interest in how young people develop cultural and social capital. However, research has not yet explored the ways in which assessment systems affect the forms of capital embedded within them. This paper applies concepts from a growing body of work on social and cultural capital in education to data from a study of assessment policy and practice in the Advanced General National Vocational Qualification (GNVQ) in two further education colleges. It evaluates how norms, practices and dynamics created by the GNVQ assessment regime interacted with other factors in students' lives and the learning programme itself. These interactions shaped cultural and social capital inside a learning ‘comfort zone’ and affected students' motivation and attitudes to learning. The article evaluates the implications of these factors for the types of cultural and social capital that may be on offer in different assessment regimes. In particular, it raises questions about the extent to which social and cultural capital are empowering or constraining, and offers ideas for further research in this area.     

Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals,Learning Support,Perceived Competence,and Autonomous Motivation

The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly.     

论社会资本对中国经济发展的启示

随着社会资本理论的发展,社会资本这一概念成为经济学家关注的新热点,本文从微观和宏观两个角度分析了社会资本对经济发展的影响,并结合中国社会资本的特点提出了几点建议。     

中国高等教育扩招与经济振兴

中国高等教育从精英教育到大众教育的扩招对经济发展产生了双重影响:既有对短期经济增长的直接影响,也有人力资本积累对长期经济增长的影响.通过描述中国高等教育体系在这次急剧扩招中的主要变化,并用凯恩斯经济原理和人力资本理论分析高等教育扩招与经济发展的近期或远期目标之间的关系,可以发现,“扩招能在短期内振兴经济”的结论是不成熟的,因为中国正在实现其聚集人力资本的长远目标.然而,高校毕业生的失业率越来越高,这在不断危害其自身利益.     

学习动机理论在远程教育中的应用

学习动机是影响学习者学习的一种重要的非智力因素。本文从动机概念入手,重点介绍了具有代表性的适用于远程教育的学习动机理论,包括马斯洛的需要层次说、人本主义学习动机理论、行为主义学习动机理论、学习动机的归因论和ARCS动机模型,然后结合远程教育的实际提出了远程学习者学习动机的培养和激发策略,促使其以积极的态度自觉地进行远程自主学习,从而达到理想的学习效果,保证远程教育的教学质量。     

Education and Development: Era of Hope and Disillusionment

It seems almost superfluous to have to highlight formal education as a social and moral institution (historically that has been its main role) but for the fact that after the Second World War greater consciousness on the part of rich industrialized countries spawns fresh concepts and notions that education is an economic enterprise. The human capital concept popularized by the Chicago School of economics as reflected in the works of Schultz and the seminal work of Denison catapulted education into the forefront as an engine of economic development for the so-called Third World countries. Heavy physical capital investment, with the exception of Japan and Germany, which is thought to be a sufficient stimulus for economic development in classical economic theory fails to deliver the goods. The frantic search for an efficacious solution to Third World Poverty unearths the forgotten dimension of educated and trained manpower as the missing variable in the economic development equation. Education becomes the new faith for Third Worlds in their attempts to banish poverty and join the rich industrial clubs. Needless to say, the new faith which holds sway for more than a decade ends in disillusionment (reflected in the Belagio Conference of 1974) for trained manpower is a necessary but not sufficient condition for national development. The complementarity and substitutability of physical and human capital have been overlooked. But whilst the human capital formation theory holds sway, formal education becomes predominently an economic enterprise and correspondingly its function as a social and moral enterprise is reduced in importance.     

文化资本理论视域下成人学习行为研究

进入新世纪,我国社会主义文化改革发展,加速了文化资本理论在成人教育领域的引入与延展,本文从文化资本理论视野出发,深度剖析成人学习动机与文化资本理论,成人学习目标与文化资本价值、成人学习方式与文化资本转化等的内在关联,以期为成人学习行为研究提供理论支持与借鉴。     

MacIntyre,rival traditions and education

This paper critically discusses MacIntyre's thesis that education is essentially a contested concept. In order to contextualise my discussion, I discuss both whether rival educational traditions of education found in MacIntyre's work – which I refer to as instrumental and non-instrumental justifications of education – can be rationally resolved using MacIntyre's framework, and whether a shared meaning of education is possible as a result. I conclude that MacIntyre's synthesis account is problematic because the whole notion that there are rationally negotiable ways in which to compromise or harmonise opposing justifications of education found in instrumental and non-instrumental forms of education is troubling – the reason being that these are cultural disagreements about human flourishing that are not neutral-free, and due to a lack of care distinguishing between the common uses of the term ‘education’, and its looser usages to mean something like school learning that embraces a range of aims and goals that are often incompatible. In this light, it is argued that the contestability card has been unnecessarily overemphasised, and brings to our attention the complex ways in which we interpret education and what it means to be educated.     

人力资本与社会资本视角下的高等教育收益比较

在高等教育收益的分析中,人力资本理论以人力资本和物质资本的相互转化的框架进行分析,将高等教育收益货币化。而社会资本理论是从物质资本、人力资本、社会资本三者之间的相互转化、相互促进的分析框架分析了高等教育投资的收益,补充了高等教育的社会化收益。通过人力资本与社会资本的比较,为现阶段中国经济社会协调发展提供了一定的启示：在实践中需要进一步完善高等教育的贫困资助政策;促进就业,提升高等教育收益预期;在高等教育中,注意培养学生积累、运用社会资本的能力;为人才向上流动提供通畅的通道,保障劳动力市场的健康运转。     

大学生英语学习动机动态研究

本研究对大学生从新生入学到二年级为期两年的时间中对其英语学习动机进行系统的跟踪调查,研究结果表明大学生的英语学习动机水平在新生阶段最强;第1次测试和第2次测试、第3次测试在个人目标上表现出显著差异;另外,第1次测试和第2次测试在动机强度上差异显著。因此,新生入学阶段是大学英语教学的黄金时期。     

Goal Theory Is Not Dead—Not Yet, Anyway: A Reflection on the Special Issue

The author suggests how these papers converge in portraying the nature of motivation, learning, and achievement. That portrayal proceeds from a social—cognitive framework that stresses the centrality of goals in framing whether, when, and how students are likely to approach or avoid academic tasks. He points out, however, that approach and avoidance, although an important aspect of motivation, do not fully encompass a domain that is and has been considered the fitting purview of motivation theory and research. Especially in the realm of education, the quality of engagement that eventuates is of equal if not greater importance relative to choice and direction. However, a primary question raised in these comments relates to the nature of goals and how they operate in framing action, thought, and feelings. Some of the work reflected in the wider goal theory literature as well as in some of these papers, suggests that goals are closely linked to a varying role of self in determining the nature and direction of action, feelings, and thought. Some of the work seems to limit goals to a specific kind of objective under limited circumstances. Finally, questions are raised about whether or how the work presented would define the role of context in determining motivation. Clearly, although work reflected in these papers is truly impressive, it is impressive not just for conclusions reached but also for new questions prompted.     

‘Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning

Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning.