Exploring the heterogeneity of class in higher education: social and cultural differentiation in Danish university programmes

This paper examines the relationship between social background, choice of university programme and academic culture among Danish university students. Statistically and sociologically, university students are often treated as a homogeneous group, but the ever-increasing number of students in higher education demands a closer examination of the hidden heterogeneity in the students’ social origin and educational strategies. Using a mixed-method approach (register data and ethnographic observations and interviews) the paper focuses on the students’ class origins and on different cultural practices in three Danish university programmes. It is shown that the Danish university field is characterized by a significant variation in social selectivity from programme to programme, and it is argued that these different social profiles correspond with distinctively different cultural practices in the programmes. Correspondingly, the students have distinctively different strategies towards education and future work life.     

社区教育课程开发的概念、问题及策略选择

文章从社区教育课程开发内涵出发,对课程开发的主客体问题、社区课程开发的特殊性问题加以界定,并对马鞍山市社区教育课程开发存在的主要问题及策略选择进行分析,以期对探索区域特色的社区教育课程开发体系提供理论依据。     

Learning about agriculture within the framework of education for sustainability

The last two decades have seen increased threats to agricultural landscapes in Israel. Key factors include population growth, strong pressure from construction entrepreneurs and possible profit to land owners who benefit from a legal conversion of farmland into lands allocated for construction. While each Israeli elementary school student used to participate in agriculture classes, most students no longer experience this and their overall exposure to farming in schools is limited. The main objective of this study was to explore the ways farming is presented and addressed in the national curriculum and in learning materials. Additionally, it examines the actual status of teaching about agriculture and explores how farming is addressed in teachers' pre‐service programmes. The main finding is that very little teaching about agriculture and land management is carried out at most school levels. Only one college prepares agriculture teachers and science education programmes rarely address agriculture as a course topic. The paper also outlines an education for sustainability framework for integrating science, agriculture and environmental education.     

论高等教育改革与发展的宏观政策趋向

建立公共财政体系,增加政府投入,出台优惠政策,真正确立教育、尤其是高等教育的优先发展地位,转变政府的教育管理职能,综合利用法律、经济并辅之以必要的行政手段,激活大学功能,建立现代大学制度,是实现社会经济与高等教育跨越式发展的根本政策。     

Curricula for Economic and Social Gain

Economic success is an aim of governments around the world. Their ‘human capital’ stance towards higher education implies the need to develop graduates’ capabilities to the full. The concept of graduate ‘employability’, currently being developed in the light of theory and empirical data, is beginning to find acceptance in the UK. One of the keys to its acceptability in higher education has been the alignment of employability with good learning – that is, learning that is manifested in complex outcomes. However, the achievement of complex outcomes requires a programme-level focus, rather than a focus on individual study units. This article reports on the way such a programme-level approach was adopted in four different universities in the UK, and how relatively small-scale actions have the potential to augment students’ employability. The implications for policy at the levels of the system, the higher education institution and the academic department are discussed.     

中国近代高等教育的社会信任习惯及其形成

我国近代高等教育的社会信任由科举信任、官本位型信任和职业获得型信任混合构成,并成为过去乃至现在人们信任和认同高等教育的习惯。这一习惯影响着人们对高等教育的认知图式和交往方式。     

从线性到非线性--高职课程开发模式的创新

本文从课程开发模式的演变入手,反思课程开发背后的研究范式,探讨科学的研究范式转变之后课程开发模式的创新,即从线性课程开发到非线课程开发。本文还将这种创新运用到高职课程开发之中,提出后现代课程观下的非线性高职课程开发模式。     

“两型社会”建设与高职教育应对之策——以国家长株潭“两型社会”建设试验区为例

“两型社会”即“资源节约型与环境友好型”,其建设要求加快转变经济增长方式、大力发展循环经济、集约利用资源,同时还要加大环保力度,形成节约型消费模式。要求高职教育在不断节省办学成本的情况下,优化专业结构,加强专业建设,提高人才培养质量与效率,弥补两型社会建设人才缺口。高职教育要走内涵发展道路,充分为“两型社会”建设服务。     

An Era of Educational Accountability in California

Comprehension strategies, while helpful, are not sufficient to produce student achievement at high levels. The authors examine the role of background knowledge and vocabulary in developing understanding and facilitating achievement. Through purposeful instruction in vocabulary and by building and activating background knowledge, teachers can help students absorb content.     

欧共体的高教一体化历程及其启示

20世纪50年代中期以来,欧共体高教合作经历了蕴酿启动、大规模组织实施和迈向一体化的艰辛发展历程,积累了丰富的经验教训,对我国高等教育应对WTO的挑战提供了有价值的启示.     

中国的职业阶层与高等教育机会

对20世纪90年代以来的多次调查资料的深入分析表明:高等教育的阶层差距在许多方面超过了城乡经济差距。在被调查的37所本科院校中,农民与非农民子女接受高等教育机会的整体差距悬殊。更进一步的问题在于,导致这一结果的制度性原因并没有随着高等教育的爆炸性扩张而消除,相反,大幅度增加的高校收费使低收入弱势阶层的子女在面对高等教育时遭遇更大的障碍。这样,在中国的高等教育基本实现大众化的同时,如何实现其质的结构性转变,促使位于高校金字塔顶端的“一流”或“重点”大学更多地向着低社会阶层开放,就成为一项新的制度和政策课题。     

Service-learning informing the development of an inclusive ethical framework for beginning teachers

A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students’ experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to “develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education”. This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework. We suggest that these principles could be further developed in teacher education programmes to progress inclusive practices in schools.     

高校《原理》课教学中社会热点问题刍议

《原理》课教学要实现"有针对性"地回答大学生关心的重大问题,就要在教学中处理和把握好社会热点问题。这既是马克思主义题中应有之义,也是帮助大学生从整体上理解马克思主义,完成教学目标的基本要求。社会热点问题的选择应该立足大学生最关心的,同时也是课程不能回避且必须认真回答的带有方向性的问题。在解答《原理》课中的社会热点问题时,教师要遵循一定的方法和原则,比如要充满信心地履行职责、实事求是地答疑解惑和不失方向地进行理论创新等。     

浅谈社会转型下的农村学生的生命教育

本文从微观角度分析了社会转型下的农村学生的生命教育现状,通过访谈及问卷的形式进行了初步的调查分析。并结合当前国家大力倡导的新基础教育课程改革及建设和谐社会的的相关理论,从学生,家庭,社区,政府,媒介等相关领域,对农村学生的生命教育提出几点建议。     

高职餐饮课程实施项目教学的研究与实践

项目教学法是师生通过共同实施一个完整的＂项目＂工作而进行的教学活动。通过项目教学法在高职酒店岗位能力课程＂餐饮服务与管理＂教学中实践,对实施项目教学法的可行性、具体实施、考核评价、实施效果、须进一步探索的问题等进行了分析。     

论成人高等教育课程开发的应然走向

本文以终身教育思想审视成人高等教育课程开发,提出“人性化”是其应然走向,具体表现为走向成“人”、走向主体、走向多元。     

高校如何服务地方经济建设和社会发展

21世纪的地方高校要谋求发展,必须走与地方经济建设和社会发展协调发展的道路。章认为,地方高校要服务地方经济建设和社会发展,就必须转变教育观念,树立服务的意识;了解地方实际,明确服务的任务;加强自身建设,提高服务地方的能力;落实具体行动,完成服务的使命。     

德国高等教育大众化阶段的改革及其对中国的启示

自20世纪60年代末开始大众化进程以来,德国对高等教育进行了三次大规模的改革,即1969—1997年以民主化和大众化为核心、1998—2006年以市场化和国际化为核心、2007年以来以地方化为核心的改革。这些改革给中国较大的启示：第一,不断完善高等教育法;第二,使政府真正回归高等教育投资主体地位;第三,始终将扩大高校自主权置于核心地位,不断对高等教育去行政化;第四,允许人才自由合理地流动,并对在岗教师建立良好的激励机制;第五,实现精英教育与大众化教育相结合;第六,加强对民办高等教育的监管和支持;第七,使国际化成为高等教育改革和发展的重要推动力。     

转型时期高等职业教育的文化性格与张力

高等职业教育的文化性格具有观念上的互通性、精神上的交融性和使命上的耦合性。其文化缺陷表现为“层次文化与类别文化的冲突”、“科学文化与人文文化的冲突”、“术理文化与学理文化的冲突”、“中聚文化与边延文化的冲突”、“校本文化与人本文化的冲突”。其文化张力表现为：定位观由“教育层次”向“教育类型”扩张;目标观由“技术工具”向“技术人文”扩张;教学观由“工学分离”向“工学结合”扩张;人才观由“意识主导”向“逻辑主导”扩张;生存观由“内涵发展”向“内质发展”扩张。     

开发校本课程，提升学校竞争力

从校本课程的理念与内涵、高职院校定位与校本课程开发的关系两个方面指出,校本课程是一种新的课程形态,其开发代表着一种全新的课程理念,高职院校进行校本课程开发。可以张扬学生个性、提高学生就业竞争力。构建学校特色、弥补分科课程不足,促进教师专业发展。高职教育校本课程开发应遵循独特性原则、综合实践性原则和先进性原则。在实施校本课程开发时要采取“典型示范。逐步推广”的渐进式推广策略。循序渐进;同时,校本课程具有很强的时效性和变化性。一般不固化成带共性的稳定的教材;校本课程开发要付出很大的工作量。因此要建立长效的校本课程开发激励机制。