李大钊的历史教育思想及实践

李大钊“夙研史学” ,造诣很深 ,对中国马克思主义史学的创立和教育作出了开拓性的贡献。他以马克思主义唯物史观为指导 ,阐述历史学的研究对象及其教育功能 ,指出要通过史学教育帮助人们掌握马克思主义的唯物史观 ,培养正确的世界观和人生观 ,担当起改造中国旧史学的责任。     

Reconsidering the role of the primary special educational needs co-ordinator: policy, practice and future priorities

This article considers the impact of recent policy designed to define the roles and responsibilities of special educational needs co-ordinators (SENCos). The international drive towards the inclusion of children with special educational needs within the mainstream has led many schools to reconsider their structures and practices. In the UK, the SENCo role lies at the heart of these structures and the Government has sought to define this role both within a revised Code of Practice for special educational needs and in a set of national standards. In this article, Christine Szwed, Director of Studies for Initial Teacher Education at the University of Birmingham, reports the findings of a survey examining the context of SENCo role management within a group of primary schools. The findings indicate that the role cannot be generalisd and that SENCos are operating in increasingly complex contexts within very different management structures. Christine Szwed argues that, to be effective, SENCos must be enabled to work at a whole-school level and that the co-ordination of special needs is a development issue for the whole staff.     

Technocracy,educational structures and libraries: historical notes from the United States

This paper discusses the application and effects of technocratic ideology in schooling and educational policy in the United States, and traces it up through present planning for ‘virtual libraries’ and rethinking of educational structures. This is done by reviewing the development of educational structures and policies and by looking at selected developmental/historical periods in American life when technocratic ideology was particularly influential in schooling and educational policy. Through this process the authors establish ideological connections between technocracy, education and the new educational processes that virtual libraries represent. In this analysis virtual libraries are the newest site of the extension, deepening and possible totalizing of the values of technocratic educational policy and processes.

The paper begins with a brief definition of the concept of technocracy which is placed in its historical context. An overview of the historical periods of dominant technocratic ideology in American education is then presented. The overview covers particular eras from the early nineteenth century through the 1980s, tracing the manifestations of technocracy in educational practice and policy (the early industrial era, the era of Scientific Management and social efficiency, the Sputnik era and the push for computers in education). The paper then turns to an analysis of current technocratic education reforms and the connections to the “virtual library”. The virtual library is representative of this historical technocratic pattern, and‐‐at least as currently envisioned‐‐is the next technocratic extension into education. The paper concludes with a summary analysis of this trend.     

教育理论研究向教育实践活动通达的障碍消除

教育理论研究能否顺利地通达教育实践活动，其主要原因并不在于教育理论研究的个人意愿及其科研成果的品质，而在于教育体制的开放程度和理性水平。实质性地进行教育体制改革，使教育成为体现教育主体性、体现教育应然的本质和宗旨、张扬教育应然的精神和品格的真正的教育，教育理论研究向教育实践通达才具备坚实的思想和制度基础。     

A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.     

Towards an assessment of educational theory: An historical perspective

Throughout the last twenty-five years all areas of educational thought have been preoccupied with the continuing conflict between conservative middle-class dominance of the schools and a liberal movement determined to provide a theory of equality and provisions for access. The radical extreme of this movement has gone further and demanded the total reconceptualization and reconstruction of education. This movement has attacked the standard histories of education which have their origins in the late nineteenth century. At that time, it is now argued, education was dominated by anarriviste bourgeoisie embracing a version of late-Hegelian philosophy with a doctrine of Eurocentric progress. Seeking legitimacy, the middle class supported the classical revival which stressed liberal education, expressed aspaideia, and mediated through the limited access to grammar school and university. Traditional educational historiography is now seen as reflecting these assumptions through “grand histories” written around “great educators” and “noble ideals”. As educational thought expanded throughout the twentieth century with the emergence of the contributing disciplines, this tradition was challenged as critical historians had a wider data-base from which to draw. By the 1930s and 1940s in the seminal work of R. H. Tawney and Lloyd Warner a literature of dissent began to appear, which, by the late 1960s had increased to a torrent, issuing in violently provocative criticisms of educational assumptions and practices, accompanied by an equally strident literature of historical interpretation, which, drawing from revisionist work in the contributing disciplines, chiefly sociology, began to re-interpret the past twenty-five years of frenetic activity as the legitimate aspirations of the world's masses. Yet the methodology of both positions is itself being reinterpreted in the present post-empiricist stage, which is characterised by phenomenological and hermeneutic approaches. Both history as the events of the past (data-base) and as interpretation (historiography), are now being seen as facets of the one activity, and, with education considered as part of a wider social process, both traditional and radical positions are themselves becoming criticised for their inadequate positivist assumptions and methodology.     

Educology: The theory of educational practice

The relationship between psychology and education may be expressed in terms of two general models: the traditional hierarchical model, according to which psychology is the “parent” discipline; and a parallel model, in which the relationship between “pure” theory and its application is metaphoric rather than paradigmatic. The hierarchical model, however, does not hold even for such a “tight” area as behavior modification, let alone for educational practice in general.Educational practice, as a professional enterprise, should be guided by a consistent set of constructs taken from the practitioner's universe of discourse. The professionalization of education has been delayed because of attempts, mostly vain, to guide practice by applying constructs derived from other disciplines. Other disciplines, notably psychology, can be useful for education but in a metaphoric sense only. “Educology” is suggested as a convenient term for the set of constructs that should give coherence to educational decision-making.     

教育实习目标：困境、原因及出路

由于未能妥善处理学术取向与实践取向、总目标与具体目标、稳定与变革等三对矛盾关系,目前的教育实习大多在目标缺乏关注度、实效度及清晰度等状况下运行。要优化教育实习目标,则需要从教师专业发展的理论出发,运用课程开发的相关理论来思考如何建构,并在建构目标时有机融合教师教育的理论学习和实践学习,从而真正发挥教育实习的价值和功用。     

论教育实践的品性

教育实践是教育的日常生活形式,是实践活动者经历的内心体验。“回到教育实践本身”是现象学研究教育实践的方法论原则,它不仅可以恢复教育实践本应有的复杂性、丰富性和生命性,而且可以明见教育实践的本质,体悟教育的实践性知识。藉以现象学直观,卓越的教育实践呈现出情境性、智慧性和反思性的品质。然而,附庸化、技术化和功利化的教育实践不仅遮蔽了教育实践的艺术品性,而且丢失了教育实践的人文意蕴,使教育实践走上了“祛魅”的历程。现象学教育学呼唤教育实践之人文精神的重新发现与回归。     

课例研究:如何从教育模式走向教育实践

课例研究作为一种教师专业化发展模式已经引起教育研究者和教育者的广泛关注.作为从日本移植的一种教育模式,如何充分理解与改进课例研究,发挥其对改进课堂教学的潜在意义,是一个在理论与实践方面都有重要意义的问题.课例研究作为一种教育研究方法在进一步发展中应进行的三类研究:发展有关课例研究的核心特征的理论;阐明课例研究的机制;课例研究的方法论和证明路线.     

人才培养模式改革试点的成就及其未来走向

1999年教育部批准的"试点"项目是"国家现代远程教育工程"的重要组成部分,由教育部直接领导、电大系统组织和具体实施。通过八年试点,河北广播电视大学的信息化基础设施建设取得突破性进展,形成了天、地、人网结合,三级教学平台互动的网络教学环境;积累了一大批适应自主学习的多种媒体教学资源,探索出了符合河北实际的现代远程开放教育人才培养模式基本框架以及教学模式、管理模式和质量保证体系。在学习型社会建设的进程中,开放教育将向理念更加成熟、资源更加丰富、运行更加高效、服务更加优质、质量更有保障的方向发展。     

教育本质论争的历史回顾及价值

教育本质作为教育学的一个重要的理论问题,长期以来受到了人们的重视。教育本质论争的理论价值在于:本体论上的价值有助于揭示教育规律,认识论上的价值有助于认识教育的本质,价值论上的价值有助于进行价值判断,方法论上的价值有助于改进研究的范式,矛盾论上的价值有助于认识教育的特殊矛盾;实践价值主要表现在:规范价值有助于使教育实践按照教育本质的要求发展,行动价值有助于使教育实践按照教育规律办事,现实价值有助于革除教育的时弊。     

过程哲学的视角:教育理论缘何脱离教育实践

在过程哲学的视野中,教育理论与实践脱离的原因主要有教育中“具体性误置的谬误”、教育理论的抽象层级性、实践性教育理论与基础性教育理论研究的混淆以及教育研究者的主观性介入等四个方面。这几个方面使得教育理论本质上不是完整、具体的教育事实的反映,从而导致教育理论与实践之间存在着难以逾越的距离。     

Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice

Information and Communication Technology (ICT) is believed to contribute to innovative, pupil-centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching–learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology-rich primary and secondary schools in five European countries.
Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching–learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil-centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment.     

The necessity of historical inquiry in educational research: the case of religious education

This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer‐term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education.     

Special education reform in Brazil: an historical analysis of educational policies

ABSTRACT

This paper describes an histprical view of the legal and political aspects related to special education. It analyses the current and future perspectives that public and private educational institutions utilize to provide school services to individuals with disabilities in Brazil. Although Brazil has developed laws and provisions to guarantee the integration of students with disabilities into regular schools, this is not happening in most cases. In fact, Brazil does not yet have schools that consider the diversification of students’ capabilities as beneficial to the intellectual development of deficient and non‐deficient students. Poor teacher training and institutional conservatism constitute the obstacles to the implementation of innovation in this area. Most of the innovations seen today are the fruit of individual initiatives, such as the Project for Training Teachers to Integrate the Disabled into Schools (PROEDEM) and the Project for Using Computers in Special Education, that we describe. We believe that these new proposals will have a great impact on the education of students with deficiencies. This will raise the consciousness of educators and will help to transform the current conceptions and actions related to the education of people with disabilities, making possible the implementation of special education reforms.     

论台湾光复初期教育转型的历史定位

台湾光复初期的教育转型,是中华民国教育史的重要组成部分,是20世纪台湾教育发展的转折,也是20世纪海峡两岸教育交流与融合的关键。正确把握台湾光复初期教育转型的历史定位,可以进一步丰富对中华民国教育史的认识,可以防止对这一历史进行“孤岛式”的研究。     

Reproduction: the role of cultural factors and educational mediators

To understand the processes of reproduction in education one must not only take account of the resistances of subordinated groups, but also of the counter‐resistance which develops in response to these. Proponents of resistance theory have tended to ignore the responses of powerful groups to emerging resistances. Two major reasons are suggested for this, one being the failure of reproduction theorists to take cognisance of unique cultural and political contexts within which reproduction takes place, and the other being the lack of attention given to educational mediators. Taking the case of Irish second‐level education, it is shown how unique cultural, historical and political forces contribute to the development of counter‐resistance. In particular, it is suggested that the post‐colonial status of the country is central to understanding the reproduction processes within it. The paper also highlights the inadequacy of defining the parameters of the reproduction debate in terms of an interplay of interests between social classes and the State alone. While the State and social classes are key actors in the educational site, so are educational mediators, viz. those who manage and administer educational services on a day‐to‐day basis. It is proposed that educational mediators (whose character varies from one society to another) are often powerful agents of counter‐resistance.