革命根据地反奴化教育的斗争

晋察冀等敌后抗日根据地广大师生,在严酷的战争环境下,为反抗敌伪奴化教育,采取多种形式瓦解了敌伪教育、坚持了抗日教育阵地,为夺取全国抗战胜利优做出了杰出贡献。     

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.     

关于我国教育方针中增设美育之立法建议

当前,美育虽已正式列入党和国家的教育方针中,而其在我国的宪法和教育法中却是隐性存在,从立法的角度讲,至今仍是空白点。重视和加快美育立法,将使美育获得更明确的法律地位、更强的效力与更大的权威性。这既是解决当前美育实施的现实需求与法律滞后矛盾的需要,也是法律创制本身的需要,有利于进一步推动“科学发展观”及“构建和谐社会”理念的落实。     

英国高等教育国际化政策研究

高等教育国际化是当代高等教育发展的主流特征之一.通过研究英国高等教育国际化政策的具体内容和特点,对我国的高等教育国际化发展提供一些启示.     

The policy object: a different perspective on policy enactment in higher education

This paper proposes a new perspective for higher education policy research. It introduces the concept of policy object to designate the discrete preoccupation(s) of a policy text (e.g. a new governance regime, a quality system, or new degrees) and suggests that actor conceptualisations of the policy object intersect with other elements in the policy process to shape enactment and outcomes. First, the policy object concept is described. It is argued that the policy object does not have an objective existence and two concepts are proposed to explain it: ontology and enacted ontology. The former refers to what actors believe the policy object is, a socially-construed context-determined conceptualisation, whereas enacted ontology refers to what the policy object becomes further to enactment under the influence of ontology. Second, the paper presents the findings of a comparative study of master degrees further to the Bologna process in different national and institutional settings to illustrate the policy object approach. This research puts forward arguments to suggest that the policy object could be an important variable to consider in policy research. This somewhat different lens, inviting fine-grained attention to a specific policy object (its ontologies and enacted ontologies), could bring additional insight into policy outcomes.     

The knowledge triangle, European higher education policy logics and policy implications

While it is common to claim that university reforms are based on universal and standardised ideas about ‘modernising’ the university, few studies have examined in a more coherent way how the combined external pressure for change with respect to the areas of education, research and innovation has affected the university. In this paper it is argued that one can identify three different sets of logics concerning the current external reform agenda, and that these logics together create new challenges as to how knowledge is created, diffused and governed by the university. In the conclusion, it is discussed whether the current pressure for reform might change the university as we know it, or whether new institutional translations might emerge from the process renewing the university while maintaining its identity.     

中国科学教育的现状与新世纪的奋斗目标

我国实施科学教育已有一百多年的历史，科学教育对我国科学进步和社会发展起了巨大的推动作用。但是时至今日我国国民的科学素质仍然偏低。法轮功组织的活动猖獗、封建迷信在一些地方泛滥成灾、科技人员的科技活动效率偏低以及环境污染危及我国人生存等事实，说明在新世纪进一步加强科学教育具有紧迫性和必要性。中提出新世纪我国科学教育的目标有：培养富有创新能力的科学家和工程师，提高国民科学素质，普及和传播科学知识，增强人们对邪教的抑制的科学辨别能力，形成“崇尚科学”的社会风气，树立正确科学的价值观等。     

Virtuous mess and wicked clarity: struggle in higher education research

This article considers the value of clarity – of theory, method and purposes – in educational research. It draws upon the work of early critical theorist, Theodor Adorno, and particularly his notion of negative dialectics and his challenge to the traditional dichotomy of theory and practice. Using the notions of virtuous mess and wicked clarity, I argue that we need to accept the messy, contingent nature of the social world we research. I further suggest that it then follows that such research can and should influence and change that world. The researcher is necessarily part of the world she researches and, once one accepts that, it is hard to sustain ethical or political isolation; it is hard to ignore the struggle.     

Ambivalence and the politics of knowledge: The struggle for change in German higher education

This article argues (a) that universities are profoundly ambivalent institutions; (b) that this ambivalence explains a great deal about their behavior that would otherwise remain inexplicable; (c) that one of the most striking manifestations of this ambivalence can be found in universities’ attitudes towards change; and (d) that this ambivalence has its roots in a fundamental tension in modern society about the university’s purposes. There is good reason to believe that this set of observations holds true for universities everywhere, albeit to different degrees and in different ways. As a case in point, this article focuses on the process of change (and non-change) in German higher education over the past ten years.     

对我国基础教育中环境教育政策的回顾和前瞻

本文对我国基础教育中环境教育政策的演化轨迹进行了回顾 ,并根据环境教育政策的目标选择、内容、性质和表现方式变化呈阶段性的特点 ,将我国基础教育中的环境教育政策划分为起步阶段、发展阶段、重新定向阶段、深化扩展等四个阶段。通过对各阶段环境教育政策的分析 ,揭示了我国基础教育中环境教育政策在进一步发展中亟待解决的一些问题     

新疆双语教育语言政策研究

本文以新疆双语教育为研究对象,阐述了新疆双语教育的研究现状,并从语言政策角度对新疆双语教育政策进行了梳理。