终身教育体系下推进农村扫盲后教育的思考——以重庆市为例

以重庆市为例,对农村扫盲教育的现状进行分析,发现部分脱盲农民的整体文化素质偏低、缺乏实用技术能力。因此,脱盲农民有必要接受扫盲后教育,而扫盲后教育作为终身教育体系的一部分,旨在弥补扫盲教育的不足。因此,应加大对农村扫盲后教育的投资力度,巩固并深化扫盲教育,加强农村实用技术教育,重视农村成人学校师资建设,从而推进农村扫盲后教育的健康有序发展。     

民族地区扫盲及扫盲后继续教育的调查与思考——以云南省西双版纳地区为个案

文章以云南省西双版纳地区为个案,概要地介绍了当地扫盲及扫盲后继续教育开展的情况,如实地反映了当地扫盲及扫盲后继续教育在思想意识淡薄、经费紧张、教师待遇差、成人教育机构萎缩、教材滞后等方面存在的问题。通过对当地扫盲及扫盲后继续教育存在的矛盾的分析,作者提出了建立以需求为导向的扫盲新体制、探索开发地方性教材和坚持经济效益与社会效益并重的建议和对策。     

Education and the economy

His interest is economics of education, adult-literacy promotion, evaluation methodologies. Recent publications are on post-literacy programming and consumption benefits of primary schooling.     

Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania

Conclusion The post-literacy Curriculum was developed, on the one hand, to empower the people through the development of appropriate knowledge, skills, and attitudes to improve their living conditions. On the other hand, it was developed to create conditions and facilities for lifelong education. One of the main factors which influenced the reforms was the unsuitability of the post-literacy content: one could argue that it was developed in a top-down manner.Clearly, curriculum design is not merely a technical issue, but rather a cooperative activity among the agents involved. Any innovation in the post-literacy curriculum, therefore, should take into account the views of the target population. This would not only make the curriculum feasible but would also reduce uncertainty about its mission.     

The continuum of bilingual education in Burkina Faso: an educational innovation aimed at improving the quality of basic education for all

This article describes a real-life project currently being conducted in Burkina Faso—the bilingual education continuum—and explains its original and innovative aspects with respect to the teaching methods used and the development and process by which it is implemented in the schools. The article focuses on five main points: the status of bilingual education; the minimum factors needed for its success; the implications concerning the role of the teachers; the obstacles encountered; and strategies used to introduce bilingual education, while overcoming various obstacles.

Issues in post-literacy

While school enrolments have been rising, the absolute number of illiterates in the world has grown too. Eradication of adult illiteracy and universalization of primary education are hindered by high drop-out in schools and relapse into illiteracy among adults. Post-literacy programmes seek to stop this reversal by ensuring retention, application and continuation of literacy skills. The Unesco Institute for Education (UIE) has been researching and promoting post-literacy strategies since 1980, but finds that most projects do not include provision for post-literacy from the outset, despite the evident need. Those programmes which have been mounted use a variety of strategies, which UIE has analysed in 12 categories. The exact delimitation of the post-literacy stage in the lifelong education continuum differs from project to project, and the emphasis on individual or societal advance depends on local perceptions of the goals of development. Examples are given of successful programmes, and the challenges of increasing participation and motivation, securing adequate funding, and making efficient and flexible use of institutional facilities are discussed.

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Zusammenfassung Während die Einschulungsrate gestiegen ist, hat sich auch die absolute Anzahl der Analphabeten in der Welt erhöht. Die Beseitigung des Analphabetismus bei Erwachsenen und die Universalisierung der Primarerziehung werden durch die hohe Ausfallquote und durch den Rückfall in das Analphabetentum bei Erwachsenen behindert. Durch Nachalphabetisierungsprogramme wird versucht, diesem Rückfall Einhalt zu gebieten, indem sie die Beibehaltung, die Anwendung und den Fortbestand der erlernten Fähigkeiten sicherstellen. Das Unesco-Institut für Pädagogik (UIE) hat seit 1980 Nachalphabetisierungsstrategien untersucht und gefördert, stellt aber fest, daß die meisten Projekte von Anfang an — trotz offensichtlichen Bedarfs — keine Vorkehrung zur Nachalphabetisierung treffen. Die erfassten Programme bestehen aus unterschiedlichen Strategien, die das UIE in zwölf Kategorien gegliedert hat. Die genaue Abgrenzung des Nachalpabetisierungsstadiums gegenüber dem Kontinuum des lebenslangen Lernens unterscheidet sich von Projekt zu Projekt, und ob der individuelle oder gesellschaftliche Fortschritt betont wird, hängt von den lokalen Vorstellungen in Bezug auf die Entwicklungsziele ab. Beispiele erfolgreicher Programme werden genannt und die Herausforderungen, die durch die wachsende Beteiligung und Motivation entstehen, sowie die Gewährleistung angemessener Finanzierung und des ausreichenden und flexiblen Einsatzes der institutionellen Einrichtungen werden erörtert.

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Résumé Tandis que le taux de scolarisation s'accroît depuis un certain temps, le nombre total d'analphabètes a subi également une augmentation dans le monde. L'éradication de l'analphabétisme chez les adultes et l'universalisation de l'enseignement primaire sont entravées par le taux élevé d'abandon dans les écoles et par l'analphabétisme de retour chez les adultes. Les programmes de postalphabétisation visent à arrêter cette rechute en assurant la rétention, l'application des compétences d'alphabétisation et la continuation de l'apprentissage. L'Institut de l'Unesco pour l'Education (IUE) mène des recherches en vue de stimuler les stratégies de postalphabétisation depuis 1980, mais trouve que malgré le besoin évident en la matière la plupart des projets ne prévoient pas de mesures de postalphabétisation dès leur début. Les programmes déjà lancés utilisent une gamme de stratégies que l'IUE a analysées sous 12 catégories. La délimitation exacte de l'étape de postalphabétisation au sein du continuum de l'éducation permanente diffère d'un projet à l'autre, et l'accent mis sur les progrès individuels ou sociaux dépend de la conception locale des buts du développement. L'article donne des exemples de programmes réussis et discute le défi de trouver des moyens de relever la participation et la motivation, d'assurer un financement suffisant, et d'utiliser d'une façon efficace et souple les facilités institutionnelles.

     

Structuring learning environments: Lessons from the organization of post-literacy programs

New conceptual and historical work on the nature of literacy and information on several bellwether post-literacy efforts in developing countries furnish a basis for diagnosing some of the deficiencies in current approaches to post-literacy programming. The key issue is the design of a literate environment. Heretofore attention has been concentrated too exclusively on the reading materials and continuing education side of the problem, and insufficient attention has been given to the more critical and difficult aspect: ensuring adequate opportunities for the application of new literate skills. The availability of these functional opportunities is closely related to the possibilities for accumulation and reinvestment of economic surplus in the environment, and to the way in which the related activities are organized. Literacy programs can unite skills relevant to management of local resources with strategies of cultural, political or religious revitalization that mobilize people to use their human resources. They therefore continue to offer an attractive means of initiating a reinvestment spiral from limited initial capital. To realize these potentials at the post-literacy stage, however, requires planning post-literacy before literacy, broadening programs to address primary school leavers as well, and paying greatly increased attention to the economic and social structure of the learning environment.

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Zusammenfassung Neue konzeptionelle und historische Arbeiten zur Alphabetisierung sowie Informationen über bahnbrechende Nachalphabetisierungsprojekte in Entwicklungsländern bilden die Grundlage, um einige Unzulänglichkeiten bei den derzeitigen Ansätzen der Nachalphabetisierungsprogramme zu diagnostizieren. Die Kernfrage betrifft das Schaffen einer allgemeinen Literalität. Bisher richtete man seine Aufmerksamkeit auf das Lesematerial und die Weiterbildung, während kritischere und schwierigere Aspekte der Sicherung ausreichender Chancen für die Anwendung neuerworbener Alphabetisierungsfähigkeiten nur ungenügend berücksichtigt wurden. Die Schaffung funktioneller Möglichkeiten ist eng verbunden mit den Möglichkeiten zur Akkumulation und Reinvestition des ökonomischen Überschusses in die Umwelt und mit der Art und Weise, wie die aufeinander bezogenen Aktivitäten organisiert sind. Alphabetisierungsprogramme können den Erwerb von Fähigkeiten, die dem Management lokaler Ressourcen dienen, mit kulturellen, politischen oder religiösen Wiederbelebungsstrategien vereinen, damit Menschen ihre menschlichen Ressourcen nutzen. Sie fahren daher fort, durch attraktive Mittel eine Reinvestitionsspirale über das begrenzte Startkapital hinaus in Bewegung zu setzen. Um die Möglichkeiten der Nachalphabetisierung zu nutzen, ist es jedoch notwendig, sie vor der Alphabetisierung zu planen, Programme zu erweitern, damit auch Schulabgänger angesprochen werden, und auf die wirtschaftliche und soziale Struktur der lernenden Umwelt erheblich mehr Rücksicht zu nehmen.

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Résumé Les dernières études conceptuelles et historiques sur la nature de l'alphabétisation et de la postalphabétisation et les informations sur quelques efforts avantgardistes de postalphabétisation qui ont été recensés dans des pays en développement fournissent une base à partir de laquelle peuvent être diagnostiquées quelques-unes des carences des approaches actuelles de la planification de la postalphabétisation. La question-clé a trait à la création d'un environment lettré. Jusqu'ici, l'attention a été concentrée trop exclusivement sur les matériels de lecture et le côté éducation continue du problème, et l'on ne s'est pas suffisamment préoccupé de l'aspect le plus critique et le plus difficile qui est celui d'assurer des occasions adéquates d'application des compétences d'alphabétisme nouvellement acquises. La disponibilité de ces occasions fonctionnelles est étroitement liée aux possibilités d'accumulation et de réinvestissement du surplus économique dans l'environnement, et à la manière dont les activités connexes sont organisées. Les programmes d'alphabétisation associent virtuellement les compétences pertinentes par rapport à la gestion des ressources locales aux stratégies de revitalisation culturelle, politique et religieuse qui encouragent les individus à utiliser leurs ressources humaines. Ils ne cessent donc d'offrir un moyen intéressant d'instaurer une spirale de réinvestissement à partir d'un capital initial restreint. Pour réaliser ces potentiels au niveau de la postalphabétisation, il convient, cependant, de planifier la postalphabétisation avant l'alphabétisation, d'élargir l'accès des programmes aux absolvants de l'école primaire également, et d'accorder une attention toujours plus grande à la structure économique et sociale du milieu dans lequel l'apprentissage se fait.

     

建国初期识字课本分析

建国初期识字课本是伴随着扫盲运动的发展而发展,识字课本既沿袭了传统识字教材的特点,保证系统连贯、循序渐进,又结合成人教育的特点,注重精简、快速、实效;在扫除文盲和提高国民整体素质等方面发挥了重要作用。     

建国初期识字课本分析

建国初期识字课本是伴随着扫盲运动的发展而发展,识字课本既沿袭了传统识字教材的特点,保证系统连贯、循序渐进,又结合成人教育的特点,注重精简、快速、实效;在扫除文盲和提高国民整体素质等方面发挥了重要作用。     

An analysis of the programme for international student assessment 2000 (PISA 2000) mathematical literacy data for brazilian, japanese and norwegian students

A linear structural model was studied to investigate the factors affecting reading literacy and mathematical literacy skills of 15-year-old students in the Programme for International Student Assessment (PISA) 2000 data across different cultural settings. Brazil, Japan, and Norway were selected for the purpose of comparison on the basis of their rankings in the PISA 2000 study. The factors studied were attitudes towards reading, student-teacher relations, classroom climate, communication with parents, use of technology, attitudes towards mathematics, and reading literacy. The results indicated that the latent independent variable with the strongest effect on mathematical literacy is the use of technology in Brazil, communication with parents in Japan, and attitudes towards reading in Norway. In all the three countries, reading literacy has the strongest effect on mathematical literacy skills; mathematical literacy has a stronger relation to attitudes towards mathematics; attitudes towards reading is negatively related to mathematical literacy measures but positively related to reading literacy measures, and finally, communication with parents has a positive relation with reading literacy skills. A disciplined classroom environment fosters more success in PISA tests in Japan; on the other hand, in Brazil a reversed result is found for this particular variable. The use of technology has a strong influence on reading skills in Brazil; however, no and negative effects of this variable are observed in Norway and Japan respectively. These findings are discussed with reference to cultural context.     

Adult Education and the Health Literacy of Hispanic Immigrants in the United States

Discussion on the advantages of integrating health literacy into adult education has primarily been theoretical and conceptual. There is a need for studies that assess the impact of adult education on health literacy. This study implemented a quasi-experimental design to explore whether basic adult instruction may constitute a venue for improving health literacy among Spanish-speaking immigrants. Participants included adults in a High School Equivalency program in a US-Mexico border community who received either a standard GED curriculum or a GED curriculum enhanced with health literacy content. The Short Spanish TOFHLA was used to measure health literacy. While S-TOFHLA scores and health literacy levels improved in all participants, no statistically significant differences were observed across groups. Results are consistent with recommendations supporting adult education as a strategy for improving health literacy.     

中小学班主任信息素养探究

教育部颁布的《教育信息化2.0行动计划》对教师的信息素养做出了全面的要求,通过文献研究、调查研究、访谈研究,探讨了教育信息化2.0背景下对中小学班主任信息素养构成和基本能力的要求。本文着重从班主任信息意识、信息能力、信息道德三个层面,对班主任新时代信息素养进行论述,尤其是针对教育信息化2.0背景下对班主任的信息素养提出了新的要求,对现有的信息化应用与班主任信息素养面临的新问题进行具体分析和研究。     

成人学习者信息素养及其培养途径

信息时代的到来、知识经济、全球网络高速公路的发展，使得信息素养成为关注的焦点。信息素养作为信息时代公民必备的素质，是这个时代人的基本素养的重要组成部分之一。成人学习者信息素养的水平直接关系到成人教育的质量，直接关系到终身教育目标的实现，本文从成人教育的角度出发，分析了成人学习者信息素养的内涵，并就成人学习者信息素养的培养提出了一些建议。     

中职语文教学中学生核心素养的培养摭探

随着教学改革的推进,中职语文将培养学生的核心素养放在了教育教学的关键地位。教师在中职语文教学中应采取以下策略培养学生的核心素养:重视听、说、读、写,培养学生的语言素养;借助小组合作探究教学,培养学生的思维素养;开展审美鉴赏活动,提高学生的审美素养;组织丰富的社会实践活动,培养学生的文化素养。     

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。     

A policy analysis of adult literacy promotion in the Third World: An accounting of promises made and promises fulfilled

To the individual, literacy has promised a new mentality, a new social definition, and new economic capacities. At the collective level, literacy has promised modernization of institutions, democratization of political systems, and cultural renewal of societies in the Third World. Have the promises of literacy been fulfilled? The processes of policy formulation, policy analysis and policy assessment are essentially social processes and a search for ‘proof’ of the effects of literacy is naive, to say the least. What we need is a position on literacy promotion that is plausible, credible and probable, and thereby compelling for action. While both the enthusiasts for literacy and the sceptics continue to draw different conclusions from the same research and experience, a consensus is emerging that the question ‘Why Literacy?’ should now be laid to rest. The question to ask now should be: ‘How Literacy?’ In regard to the question of ‘How Literacy?’, there are two basic positions: Should literacy be taught within the specific small-frame of the selective and intensive approach to literacy, with the provision of basic needs? Or, should literacy be taught within a large-frame of literacy as a ‘potential added’, on a mass-scale and with the political orientation? This paper clearly opts for literacy asgenerative rather than merelyinstrumental.     

人的发展经济学视域中的信息素质教育

在信息社会,信息与劳动力、土地、资本一样已经成为社会生产不可缺少的要素和战略资源,信息素质也就成为信息社会人的核心素质。加强信息素质教育,正受到世界各国的广泛重视。从人的发展经济学角度看,信息素质教育的经济性与人本性是辩证统一的,经济性是人本性的基础,人本性是经济性的最终目的,开展信息素质教育要坚持经济性与人本性的统一。     

文化适应视角下民族院校少数民族大学生信息素养的提升路径

民族地区信息化的发展,需要大量具有较高信息素养的复合型人才,因而提升少数民族大学生信息素养是民族地区发展的现实需求。少数民族大学生在具有多元民族文化背景的民族院校进行跨文化学习和生活,文化适应能力成为其信息素养构建和发展的一个重要影响因素。本研究借助文化适应理论,依据少数民族大学生信息素养问卷调查和个体深度访谈的数据分析结果,对民族院校少数民族大学生信息素养构建中的态度倾向、存在问题和影响因素进行归因分析。研究发现:少数民族大学生的信息素养建构与其文化适应意识、能力具有显著的相关性;少数民族大学生进入大学前的信息素养文化资本较弱,入学后普遍对信息素养重要性的认识呈现积极态度;民族院校开设的信息技术等公共必修基础课程为少数民族大学生提升信息素养提供了重要帮助,校园网络、在线网络课程、同伴间的互相学习也是少数民族大学生跨文化适应和信息素养发展的关键影响因素;民族院校的信息素养教育课程体系和教学环境亟待完善。最后,本研究基于文化适应的学习环境,提出提升民族院校少数民族大学生信息素养的路径:(1)在意识观念上加强少数民族大学生的信息素养意识教育;(2)在技术知识上不断完善民族院校的信息素养教学改革;(3)在组织管理上加强民族院校的顶层设计和制度建设。