当代美国学校课堂德育模式探析

在经过一个否定之否定的过程之后，美国学校的课堂德育模式已经进化到了比较成熟的第三阶段，该模式基本包括四部分：说教、体验、探究、践行引导。以简练说教开题明义；以人际互动体验诱发、强化道德心理势能；以探究活动澄清是非观念；以践行引导促进行为改进。其中，以人际互动体验诱发、强化道德心理势能是最核心、最关键的机制。     

On the Need for Dionysian Education in Schools Today

Although much has been written about Friedrich Nietzsche's views on education over the years, and much has also been written about Dionysus, god of wine and ecstasy, very little attention has been given to the meaning of, and need for, Dionysian education. In this article, Sean Steel attempts to begin that project. Drawing Nietzsche's articulation of the Dionysian, Apollonian, and anti‐Dionysian into the orbit of broader scholarship on Dionysus, Steel invites readers to think about what a Dionysian education might look like in a modern‐day school setting, as well as to consider what challenges exist for the implementation of such a vision of education.     

关于目前中学德育实效性的几点反思

随着市场经济的建立,中学生的思想价值观发生了新的变化,学校道德暴露出诸多弊端.要提高中学德育实效性,就要转变教育观念,提高教师素质,坚持严格要求与尊重信任相结合,言教与身教相结合.     

今日美国公立学校教育：假象与实情

美国公立学校(主要指公立中小学)教育常常被本国和他国的教育学者和公众看作“糟得很”,但近年来一些美国教育研究者为该国的公立学校教育鸣冤叫屈,认为是大众传播媒介虚构的假象或过分渲染的瑕疵蒙蔽或歪曲了实情。     

关于名校办民校的思考

名校办民校是民办教育中一种比较特殊的形式。对这种现象，众说纷纭，莫衷一是，但不管怎样，我们都必须实事求是面对地现实。本文就名校办民校的原因、利弊进行分析。并在此基础上提出建议。     

为什么要研究英国公学

一、教育的活化石公学是英国特有的一种教育现象,它不同于公立学校,它是一种私立学校;它不接受政府的资助,因此也不受政府的制约,享有很高的办学自主权:它也不同于其他的私立文法学校,它不以赢利为目的。英国公学号称“教育的活化石”,因为它具有悠久的历史,且又保留了许多传统,直至今天。从第一所公学温切斯特公学(Winchester     

Religion and the Public Schools

At the end of world war II, Anglo-Jewry was presented with a unique opportunity to recast its educational system, and make a virtually fresh start unencumbered by the past. This basic fact must be considered in surveying Jewish education in Great Britain today, both in the sphere of day school development and in the organisation of supplementary parttime classes in Hebrew and Religion.     

Leadership for Urban Public Schools

Not far from my office is a unique and important landmark: America's first public school. From this small beginning in 1635, a vast movement grew and resulted in public education for all the nation's children. The education of the young, at public expense, was important in the formation of the United States as a republic. The early leaders of this fledgling nation wanted to ensure that citizens would be prepared to make informed decisions about its governance.     

公办学校办民校现象透析

在过去几年中，公办学校中的重点中学和普通高校普遍办起了校办的“民办学校”。其原因何在?这种现象是否合理合法?有没有侵害社会公众的利益?本对此作了较深入的分析。     

Men Teachers in Public Elementary Schools

Abstract

This theoretical study examines teacher satisfaction, effectiveness, and conformity; it relates these variables to teachers' perceptions of the degree of bureaucratization within secondary schools and teachers' local or cosmopolitan orientation.

Seven hypotheses were formulated, and the data were interpreted on the basis of symmetric correlation, analysis of variance, and t-tests (one-tailed, .01 level).

The results indicated: cosmopolitans scored higher on satisfaction, effectiveness, and conformity variables than locals; locals who perceived low bureaucratization scored lowest on the three variables; the criterion variables were evaluated similarly by subjects within each subgroup; cosmopolitans who perceived high bureaucratization received highest scores; the degree to which bureaucratic elements were perceived varied greatly within each school; teachers tend to be more cosmopolitan than local.     

公立学校的结构松散问题

公立学校一直致力于在自己内部强化某种纪律结构,有的国家还试图将公立学校共同体改造成更大的功能协同体的一部分,以进一步提升公立学校的社会整合功能。然而,公立学校这一想象中的功能协同体,自一开始就面临制度结构与技术结构的分离与冲突。当然,不少学者认为,不应将松散结合与某种价值偏向关联起来。为此,他们把“松散结合”宽泛界定为权力的分散性、因果关联的间接性、干预行为与规则的不可见性、反应的延时性以及要素之间的可相互替代性。松散“结合”就这样被等同成了松散“控制”,从而为对“松散结合”的辩护留下了伏笔。这样宽泛界定的“松散结合”概念可以意指并模糊几种不同的松散结合状态。如果我们把“松散结合”区分为结构之间的冲突、分离与自主协同,我们将能真正认清公立学校组织中所存在着的那种松散结构的缺陷。     

英国公学的课程特色:全面设置与重点开发

英国公学作为英国培养精英的摇篮与英国中等学校的楷模之所以能够长盛不衰自然与其全面而灵活的课程设置及以促进科学教学为目的的课程开发分不开。本文对英国公学的课程设置与课程开发作了比较详尽的介绍与述评,这对于我国当前的基础教育课程改革具有一定的借鉴意义。