我国脱盲标准演变与反思

我国脱盲标准的制定历来都是政府行为,建国50多年以来,脱盲标准的制定几经修改,已经日趋细化与完善,但同时也存在一些问题.文章在回顾我国脱盲标准制定与修改的基础上,反思其存在的问题,并就构建以提高能力为核心的扫盲指标框架提出一孔之见.     

关于脱盲标准的比较与思考

本文就新中国脱盲标准的演变及其特点、国外脱盲标准的比较分析，我国脱盲标准的改革思路等方面进行了阐述。     

脱盲标准化试卷的“度”和“量”

文盲个人脱盲考试,是扫盲工作的有机组成部分,是检验文盲个人能否达到脱盲标准的决定性环节。因此,研究制定科学的、便于操作的个人脱盲考试的内容和方法,是确保扫盲教育质量的关键所在。国家教委对应国务院《扫除文盲工作条例》第七条,在教成〔1992〕11号文件的附件“二”中所制定的个人脱盲考试内容,为个人脱盲标准化试卷的出题方式提供了依据。     

实实在在抓好高标准扫盲工作

今年,国务院在1987年颁布的《扫除文盲工作条例》的基础上修改发布了新的《扫除文盲工作条例》(以下简称《条例》).各地认真贯彻国务院《条例》精神,及时研究部署高标准扫盲工作,调查摸底,制定措施,采取多种形式举办脱盲学员巩固提高班,初步在全区形成了高标准扫盲热潮.笔者认为,在这种“热潮”的背后,存在着值得注意的几个问题.     

脱盲教材的编写现状与改革思路

长期以来,在我国大都采取一本教材脱盲的编写模式,学员学完此教材就可达到规定的脱盲要求。这种编写模式有其统一综合的优势,但也存在着许多的问题。本文对此进行了分析,并提出了一些改革建议。     

刍议高校大学生体质健康测试的实施

文章要通过对国内外现阶段体质健康测试研究情况,结合高校实施体质健康标准测试现状,提出现阶段测试标准实施过程中存在的一些问题,以及影响测试的主要因素,为相关标准的实施更好地推进、发挥其制定的作用及目标提供一些依据,同时为制定标准的相关部门修改和完善标准提供参考。     

西平县荣获“克鲁普斯卡娅”国际扫盲奖

河南省西平县40年来坚持扫盲,取得了显著成绩,1990年9月8日,荣获联合国教科文组织颁发的1990年“克鲁普斯卡娅”国际扫盲奖。西平县县长洪春喜赴瑞士日内瓦领奖并考察教育工作归来后,县委、县政府研究制定了四条措施,进一步推动扫盲工作的开展:①提高扫盲标准。把扫盲年龄段提到15—50周岁,争取到2000年全部脱盲。②抓好脱盲后教育。对脱盲后人员每年培训一二次,把学文化融于学技术之中,巩固扫盲成果。③加强扫盲教育阵地建设     

中国扫盲教育的改革与发展——全国扫盲课程改革研讨会综述

今年 5月在西南师大召开的全国扫盲课程改革研讨会上，与会者对当前乃至今后我国扫盲教育改革与发展方向，如扫盲概念、扫盲目标的界定、具体课程内容及脱盲标准和考核等问题进行了深入研讨。与会者提出的很多观点、看法值得大家共同探究。     

中国扫盲教育的改革与发展——全国扫盲课程改革研讨会综述

今年5月在西南师大如开的全国扫盲课程改革研讨会上，与会者对当前用至今后我国扫盲教盲改革与发展方向，如扫盲概念、扫盲目标的界定、具体课程内容及脱盲标准和考核等问题进行了深入研讨。与会者提出的很多观点、看法值得大家共同探究。     

完善我国国家赔偿法的对策建议

国家赔偿法的制定与实施,确立了我国的国家赔偿制度,对于保障公民宪法权利的实现、监督国家机关及其工作人员依法行政,具有十分重要的意义。通过对国家赔偿法建立过程及现状的分析,指出其存在的问题,并提出修改与完善建议。     

The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario

This study analyses how discourses in regional contexts affect the development of curriculum-based literacy standards for adolescents in schooling. A comparative case-study research design enabled the influences of discourses at the regional level to be analysed. The case studies include the development of curricula to define a minimum literacy standard for the final years of schooling for adolescents in Ontario, Canada, and South Australia, Australia. Critical discourse analysis of key texts associated with the development of literacy standards in each region reveals how globally shared meanings about standard setting for schooling interact with other discourses operating in local contexts to produce curricula that define literacy standards. The results indicate that, while a global discourse about standards-based reforms may be foregrounded in curriculum, locally generated discourses can challenge key ideas associated with a simplistic discourse about standards. Discourses about literacy in Ontario and South Australia contest the assertion that literacy at the end point of schooling can be defined as a basic competency and local meanings associated with literacy are emphasised within the curriculum for each location. Language choices, involving particularly lexical cohesion, complex noun groups and nominalisation, are used to ensure that local meanings inform literacy standards for the endpoint of schooling.     

国际视野下的职教教师专业标准:框架、走向与思考

基于职业教育质量保障与提升的需要,南非、美国、英联邦及欧洲职业培训发展中心等国家或组织近年来相继推出特色各异的职教教师专业标准框架,有力地促进了相关国家与地区职业教育的发展。随着职业教育实践的推进,国外职教教师专业标准的发展出现了强调职业素养、重视管理素养、突出教学素养、彰显质量保证素养、关注教师确立与维护内外部人际关系网的素养等新的态势,对我国高职教师专业标准的研制具有参考与借鉴意义。     

Computer-assisted reading intervention in a secondary school: an evaluation study

There is widespread concern over literacy standards in UK schools and growing evidence that problems become increasingly intractable as children grow older. Computer-based reading instruction may provide a 'fresh start' that helps a child to rediscover the path to literacy. Recent controlled studies demonstrated that infant and junior school children could be given very cost-effective support using RITA, a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. The present study evaluated the effectiveness of RITA in secondary school with 8 children (mean age 11.7 years) who were initially very seriously disadvantaged in terms of literacy skills (mean reading age 7.3 years). The RITA intervention over a 10 week period led to effective and cost-effective literacy gains. Significant overall improvements were made in the skills targeted, including reading standard scores, and reading speed, accuracy and comprehension. All children reacted positively to the RITA lessons, and most made good progress towards their Individual Education Plans. It is suggested that computer-assisted reading support can be effective in supporting the majority of children with reading failure, even in secondary school.     

汉字教学的两个基本问题

近年来,汉字教学研究取得了较大的成绩,尤其是汉字识字法的研究成果非常丰富。但对汉字教学的基本问题重视不够。主要存在汉字教学内容不够全面,各阶段、各种类型的汉字教学缺乏统一的指导性标准,各阶段学习缺乏科学性。文章提出应编制汉字学习标准,将汉字学习贯穿在教育的各个阶段,使不同的人达到相应的要求。     

浅谈新课标下高中生物学教学

文章围绕高中生物学新课程标准,通过对实际教学中存在的一些教学问题进行分析,并针对教学目标、教学方法、教学内容和教学评价这四个方面提出了若干意见,旨在为教师进一步理解高中生物学新课程标准,提高高中生的生物学核心素养提供解决的策略。     

“识写分流”识字教学流程常见问题分析

目前常见的识字教学流程大多存在一些问题,不能保证学生达到课标的识字要求。一线教学中完成得最好的是认读任务,无论在时间、练习次数、练习方式上都有保障。其余任务则较为欠缺,尤其是书面"会用"目标相对悬置。这些因素导致了识字教学难以取得理想成效。     

Improving Literacy at Key Stage 3: Policy,Practice and Evaluation

This paper reports on and explores some of the assumptions underpinning an invitation issued to local education authorities in England in January 1998 from the Department for Education and Employment to bid for funds to develop literacy in the first years of secondary schooling. It goes on to describe one authority’s successful bid, and explores how the project is being implemented in schools within the authority, in terms of action plans, staff development and classroom practice. Finally, these perspectives are compared with research findings on literacy development, particularly in low-achieving schools. The problems of evaluating literacy interventions are discussed.     

Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.     

美国教师信息技术教育标准述评

为应对信息社会和教育信息化对教师提出的新挑战，提高教师的信息素养和信息技术技能水平，美国制定了一系列教师信息技术教育标准并逐渐形成了完整的体系。文章试图就该标准体系及其在实践中的应用效果进行简单评述。