地方高校能力本位课程体系改革的探索与实践——以华南师范大学增城学院为例

为区域经济社会发展服务的地方高校应满足学生、家长、学校、政府等各利益攸关方的需求,实现自身的社会效益与经济效益,关注其人才培养模式的关键环节——课程体系的建构。地方高等学校的课程体系应该确立以能力培养为中心的素质教育思想,调整课程设置,改革课程体系。课程设置体现学院的办学特色和学科专业特色,强化实践教学,构建科学的实践教学体系、素质拓展课程体系,以提高学生的综合能力。     

试论国家课程的作用与特点－－以英格兰国家课程为例

英格兰正在实施的新国家课程力求对国家课程自开始之日起就纠缠不清的几个问题进行梳理和明确，以使教育适应21世纪对自身提出的挑战。它给予我国正在进行的新一轮基础教育课程改革的启示在于：1.国家课程要想取得成功，必须使学校既能从长计议，形成和提升学生恒久性的价值观念，又能对现实中出现的经济和社会变迁积极应对；2.新的国家课程在形成过程中应有教师的高度参与，教师须持有清晰的课程理念；3.跨学科学习主题应在国家课程中有所体现。     

Urban schooling and the National Curriculum

The 1988 Education Reform Act requires every maintained school in England and Wales to provide for all pupils aged 5–16 years with a basic curriculum that includes a National Curriculum, comprising three core and seven foundation subjects, and provision for the teaching of religious education. While there are a number of good reasons to support the principle of a National Curriculum, the Thatcher government's version of what such a curriculum should look like is disassociated from any attempt to define systematically what kind of general, universal education is of most value in a rapidly changing world. As such, it is likely to fail the majority of children, and particularly those attending inner-city schools.     

Science,Society and Trends in Science Education‐‐some Thoughts on the Development of Integrated Science in the Educational Systems of the World

Summaries

English

Before constructing a new curriculum for any level in integrated‐science education, it is very important to establish a basic philosophy of science teaching which reflects a symbiotic relationship between education and the socio‐economic development in a particular country of the world.

The curriculum structure of integrated‐science education should broaden the basis of curricular decision and should be designated to follow the expectations of the society in providing professional intellectual training so that education can make a significant contribution to the socio‐economic growth of the country. This basic assumption which established a link between cultural and socio‐economic growth, involves a diversification of the cultural trends of science education which must become appropriate to the economic and historical context of each country in a fast changing world of work.

Therefore, by critically removing outside influences in the transmission of scientific knowledge, there should be less uniformity in the context and methods of teaching, and considerable restructuring of education for each country should occur. Thus, considering the historical and geographical differences, a new order in international division of labour would come into being.

In such a hypothesis, a research‐oriented integrated curriculum in science education can play a central role (certainly a better one than in the traditional, discipline‐oriented scheme of science teaching) in obtaining an adequate interaction between scientific education and social problems; this is required for modern cultural and economic development of the world.     

Icelandic parents' views on the national policy on early childhood education

Considerable change has taken place in Icelandic early childhood education during the past few decades. Preschool, from being geared primarily towards children with evident social needs, has become all but universal. The aim of this study was to shed light on Icelandic parents' views on their children's preschool education and to examine how their views harmonize with the nation's preschool policy. The participants in this study, 43 parents of five‐ and six‐year‐old children in three preschools in Reykjavík, participated in focus‐group interviews concerning the preschool curriculum. The results indicate that the parents' main expectation of the preschools was that they should support the children's social development; the way in which the preschool day was organized, and the content of the curriculum seemed to be less important to them. Parents wanted their children to have the opportunity not only to enjoy themselves as individuals, but to learn self‐reliance and respect for other people. Care‐giving and attentiveness of the staff were more important than the teaching of knowledge and skills. These views are compatible with the social pedagogical tradition, the Icelandic Preschool Act, and the National Curriculum Guidelines for Preschools.     

Beyond Vocationalism: A new perspective on the relationship between work and education∗

Abstract

This paper attempts to show how recent developments in prevocational and vocational education can be brought together with some of the demands of the National Curriculum which concentrate on academic subjects. It proposes an integration of the expertise and understanding of work in the curriculum of all pupils by putting forward a new perspective: Vocational Aspects of Academic Learning (VAAL).

     

试论高职课程改革的方式、动力及本质

高职课程改革要求人们在放弃原有课程观、重新建构课程观的基础上,对课程系统进行全方位的改造。高职课程有自己的改革方式,"一刀切"式的改革不适合高职课程。高职课程改革的外在动力是社会经济需求,内在动力是脱离普通高等教育,自成体系,满足不同需要。高职课程改革的本质是价值观念的改变,是不同利益主体间的博弈过程。在高职课程改革中应当关注教师的地位。     

Education for Democracy? A Philosophical Analysis of the National Curriculum

ABSTRACT This paper shows that the stated principles and content of the National Curriculum are those presupposed in any justification of education in a democracy. What it also shows is that the National Curriculum can only genuinely exercise its democratic role in the kind of society which provides the social and cultural conditions necessary for its practical application. But since the National Curriculum is being implemented in a society which lacks these conditions, any failure to provide an 'education for democracy' will not be a failure of the curriculum it prescribes, but of the kind of democratic society in which it is being enacted.     

Creative partnerships? Cultural policy and inclusive arts practice in one primary school

This article traces the ‘cultural turn’ in UK educational policy through an analysis of the Creative Partnerships policy (New Labour's ‘flagship programme in the cultural education field’) and a consideration of an arts project funded under this initiative in one primary school. It argues that current educational policy foregrounds the economic importance of cultural activity and its contribution to the social inclusion agenda. However, ‘creativity’ is seen as being located outside mainstream school structures, in projects rather than in the National Curriculum, and in artists rather than in teachers. The emphasis is on enjoyment and inclusion rather than cultural or social critique, or significant curriculum change. The transformative potential of involvement in the arts is marginalised in favour of a relatively weak form of social inclusion.     

Education for Diversity in a Multisexual Society: Negotiating the contradictions of contemporary discourse

In spite of recent significant changes to the National Curriculum in England and Wales, including the introduction of personal, social and health education and citizenship, the subjects of sexuality and sexual identity remain virtually untouched in English primary and secondary schools. While diversity of sexual orientation is acknowledged in new government guidance on sex and relationship education, it receives no explicit recognition elsewhere in the curriculum. In this article, the author examines the current social, political and legal context within which this curriculum is situated, and its often contradictory intersections with popular culture. Drawing on current research into sexuality, gender construction and heteronormative forces in education, the author outlines a complex and contradictory network of forces which simultaneously exploit and undermine non-heterosexual lifestyles and relationships, and examines the way in which these discourses permeate both the school and wider society. The author considers ways in which these intersections and contradictions might be used as a means of challenging compulsory heterosexuality within and beyond the school.     

中澳小学教师培养方案比较

新世纪以来,世界各国均十分重视基础教育改革,培养与社会经济发展及基础教育改革发展相适应的新型小学教师,已成为小学教育的新趋势。比较澳大利亚Charles Sturt University(查理斯顿大学)与中国扬州大学(Yangzhou University)小学教育培养方案在方案背景、培养目标、课程结构方面,期望对优化我国小学教育提供借鉴作用。     

Agents’ social imagination: The ‘invisible’ hand of neoliberalism in Taiwan's curriculum reform

Neoliberalism has become the most dominant ideology in current world and educational researchers thus may need to disclose the ways in which neoliberalism affects education and curriculum and propose new strategies to cope with them. Through literature review, however, the author argues that perhaps because of the social and theoretical scope in the West, the existing analytical strategy, which mainly focuses on the influence of government policies, seems unsuitable for some non-Western countries. This paper reviews the Grade 1-9 curriculum reform in Taiwan's education system, and suggests that one of the neoliberalism's influences in education might be more ‘invisible’ because it reflects the public's/agents’ social imagination of this neoliberal world. Furthermore, the hybrid cultural context in Taiwan, such as the examination culture, also seems to play an important role in the process of curriculum reform. Thus, the author argues that the analysis of neoliberalism in education should pay more attention to ‘agent’ and ‘culture’ aspects, but not just ‘structure’ aspect. It is also argued that ‘curriculum reform’ should be expanded into ‘social reform’ to some extent, since social imagination has such a heavy impact on curriculum reform.     

高等职业教育课程价值取向的优化整合

课程具有价值,课程设置的价值取向决定了课程设置和实施的倾向性。在职业教育中,应构建横向交叉的整合课程与纵向的螺旋课程相结合的课程体系来实现职业教育的课程价值——满足社会对应用型人才的需求和满足学生自身发展的需要。同时,要兼顾学生的人文教育,注重培养学生的自主学习能力,为学生未来发展打下坚实基础。     

Participation,progression and value added: business and economics for 14–19-year-olds in England

This article attempts to map the business and economics curriculum and explain some of the reasons for it being as it is; and to examine the number of students choosing to study the subjects and the ‘perceived relative value’ of studying economics and business studies. In 1988 a National Curriculum was introduced for all 5–16-year-olds in state schools in England but curiously neither business studies nor economics were mandatory subjects. In England, government education policy has influenced the development of the business and economics school curriculum in four main ways: first, in defining a core curriculum; second, in changes in school type; third, in the treatment of the academic/vocational divide; and, finally, in the development of a qualifications framework. With a new government elected, changes in education policy will therefore have an impact on the study of these subjects. We argue that while business and economics are very popular options for study by 14–19-year-olds, this area of the English curriculum needs further strengthening, and that all students should have the opportunity to study business and economics in some form to develop their own economic wellbeing and to better understand the world in which they live.     

The impact of the National Curriculum on twelve special schools in England

Abstract

The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature.     

Exploration of Teaching Methods in English Reading Lessons

With the increasing of globalization on social life and economic activities,English has already become one of the basic and essential accomplishments for citizens all over the world.English education,in five-year higher vocational education,not only need adapt to the requirements of social and economic development,giving service in order to cultivate high-quality and high-skilled talents,but also should consider students’ mental and emotional attitude as well as other factors,thereby meeting their stainable needs in employment and life after graduated.Therefore,the English education of five-year higher vocational education possesses multiply social and cultural significance.Though the analysis and understanding of the course objectives,ideas,contents and implementation suggestions brought up by The English Curriculum Standards of the Five-year Higher Vocational Education in Jiangsu Province,this paper explores the educational methods of higher vocational English reading lessons.     

Does what you study at age 14–16 matter for educational transitions post-16?

Abstract

This paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level.     

关于社区教育课程开发的思考

课程是社区教育的核心领域,是社区教育内涵发展的一个核心问题.课程学习与开发的主体是社区居民,课程评价也要从社区和社区居民两个层面考虑.社区教育课程开发要在公平性、地域性、差异性、实用性原则的基础上,营造良好的社会环境;提高社区教育机构的课程开发能力;整合社区内各种适用资源;加强社区教育课程开发者的专业培训;课程的开设还要与职业技能考证挂钩,并根据社区实际情况打造精品课程和草根课程.     

‘Nature’ and the ‘environment’ in Jamaica’s primary school curriculum guides

In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world.     

英国现行的初中外语课程目标对中国的启示

介绍了英国现行初中外语课程目标,分析了中国新一轮课改,力求与国际接轨,认为英国的做法对中国初中英语教学具有特别的意义,值得借鉴。