研究生教育质量提升与规模扩张的冲突及其协调

质量提升与规模扩张是研究生教育固有的矛盾之一,就质量问题达成共识和有效解决质量问题要以对其进行科学分类为前提。我国研究生教育质量提升与规模扩张之间的冲突有其特殊性,良好的战略规划与战略管理、多样化发展、整体结构调整是解决冲突的有效举措。     

从国际研究生教育改革与发展的若干趋势评析当前我国研究生教育中的变化

从发达国家研究生教育改革与发展的若干趋势的角度,对当前我国研究生教育发展中出现的一些新变化进行了评析,并提出了顺应国际改革与发展潮流的战略选择。     

改革开放以来我国研究生教育政策的文本分析

从政策分析的角度看,20多年来我国研究生教育的发展经历了制度建立和加快发展、调整改革、深化改革、深化改革与积极发展四个时期。在不同的发展阶段,研究生教育政策都发挥了重要作用,并体现出了不同的特点。     

中国高等教育评估组织多元发展的制度文本分析

以教育法规作为文本分析的基础,以"价值中立"的评估发展理论为线索,分析了中国高等教育评估组织多元发展的历程和主要特点.研究表明,我国高等教育评估组织发展划分为四个阶段:政府集权、地方分权、社会中介组织介入、专业化发展.评估机构应由单一的政府组织,向多区域、多层级、多主体的多元结构发展,最终通过提高组织的专业化程度.解决评估"价值中立"的问题.     

科学发展观视野下的研究生教育发展理念与实践创新

在科学发展观视野下探讨了研究生教育的发展内涵,认为研究生教育应该坚持人格化、生态性、有限理性的伦理指向,并藉此探讨了研究生教育发展思路的创新,指出研究生教育必须在尊重市场规律、尊重教育规律的基础上,运用知识管理以确保研究生教育的全面、协调、可持续的发展。     

Concept maps as a heuristic for science curriculum development: Toward improvement in process and product

This article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth-grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade-six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven.     

Understanding practices in mathematics education: structure and text

The practices of mathematics education can be investigated at a wide variety of levels: from the actions of individual students or teachers through classroom interactions, school structures, curriculum specifications and materials, teacher development programmes and local, national or international systems of instruction and assessment. These levels are, however, inter-related. The study of a national curriculum gains significance as we see how it impacts upon and is interpreted by teachers and students. The study of an individual’s actions makes more sense when these are interpreted in light of the broader context within which the individual is situated. This article is a version of a plenary lecture presented at the Psychology of Mathematics Education conference in 2009, addressing the conference theme “In Search for Theories in Mathematics Education”. In it, I trace the development of my own search for theories to address my wish to understand practices in the field and suggest some tools from linguistics, critical discourse analysis and social theory that can help to make such connections between the various levels of investigation, illustrating with a range of examples.     

谈我国职业教育督导的科学化

职业教育督导具有不同于基础教育督导的特征。从当前我国职业教育发展的实际来看,我国职业教育督导工作具有督导作用上以“督”为主、督导对象上以“督政”为主、督导队伍组成上以管理行家为主、督导标准上统一与灵活结合、督导形式上以专项督导为主的特征。提高职业教育督导成效的关键在于督导标准、督导内容的选择。     

职业教育和学术训练的有机整合——谈我国法学专业硕士研究生教育模式的完善

通过分析法学专业研究生培养的目标定位,指出我国目前法学专业硕士研究生包括法学硕士生和法律硕士生教育模式中的问题,进而提出完善的建议。     

加快职教两轮并举，促进职业教育发展

教育发展正在进行着由量向质的转化过程。毫无疑问,职业教育更要顺应这种形势对职业教育自身进行重新定位,调整好发展的方向和步骤。当前职业教育出现了有的偏重学历教育,有的偏重职业培训的两种倾向,本文认为应该两者并重,即学历教育与职业培训两轮并举,建立并实施合理的弹性学制和双证制度,是促进职业教育发展的有效途径,也是一种趋势。     

终身教育理念与非全日制研究生教育发展

时代发展和社会进步使人类从以物质生产为主导的工业社会转变到以知识生产为主导的知识经济时代,世界各国日益重视高素质、高层次人才的培养.在发展教育的过程中,人们渐渐意识到教育不应该仅仅局限于人生的某一阶段,而是需要进行终身学习.本科毕业生不再是人生学习的终结,接受研究生教育已成为越来越多人提高自身素质的必然追求.一些在职人员,由于忙于工作与家务,接受全日制的研究生教育困难重重,因此打破传统的教育模式,树立现代终身教育理念,发展非全日制研究生教育模式就成为众望所归.     

Collective academic supervision: a model for participation and learning in higher education

Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students’ participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a one-to-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes.     

论和谐教育背景下军队研究生教育质量的提高

和谐教育是构建社会主义和谐社会的重要内容。笔者尝试性地提出了和谐教育的相关概念及标志,分析了当前军队院校研究生教育存在的不和谐因素,并针对这些不和谐因素,指出了和谐教育背景下提高军队院校研究生教育质量的途径,以适应现代高技术战争的需要,培养高素质军事人才。     

我国研究生道德教育再议

研究生道德教育是培养高质量人才的关键之一,是研究生教育的重中之重。文章以研究生道德教育为切入点,通过对研究生德育现状的分析,探讨了目前我国高校研究生道德教育存在的问题,并提出了改进研究生道德教育的建议。     

Relations of emergent literacy skill development with conventional literacy skill development in Korean

The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.     

Thinking styles: teaching and learning styles in graduate education students

This study investigated the relationship between two intellectual styles approaches: Sternberg’s thinking styles of teachers and Felder and Silverman’s learning styles. Ninety‐five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching Inventory (TSTI) and the Index of Learning Styles Questionnaire (ILS). Several thinking styles from Sternberg’s theory of self‐government were highly to moderately correlated with Felder’s learning styles. The TSTI did not differentiate between master’s and doctoral students, but the ILS did so. Participants differed in their thinking styles in teaching and in their learning styles, based on their educational major.     

从一元主导到多元平衡:研究生教育质量保证模式的发展趋势

作为整个高等教育制度的一个有机组成部分,现实中各国研究生教育质量保证模式特征各异,但也表现出一些共有的演变与发展趋势,即从一元主导型模式向多元平衡型模式过渡。     

German and UK higher education and graduate employment: the interface between systemic tradition and graduate views

This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shaped by (1) national traditions and culture and (2) current economic, social, political and educational developments. We find that today’s student expectations and perceptions are shaped and transformed by economic, political and social factors, including potent higher education beliefs dating back to earlier centuries, as illustrated by the reflections of graduates five years after graduation. The analysis explores the commonalities within each country grouping which lead to striking differences between the countries that transcend the mostly country‐independent disciplinary differences. The analysis has possible implications for the Bologna protocol and issues of European comparability.