形式逻辑与素质教育

本文主要分析了形式逻辑在素质教育方面的基础性地位和工具性作用 ,指出形式逻辑教育是素质教育本身的重要内容。在江泽民总书记关于素质教育讲话发表三周年之际 ,谨写此文 ,以示纪念     

教育世界与生活世界:从“隔离”到“融通”

教育世界源自于生活世界,又与生活世界有着一定的区别。近代以来,随着自然科学的发展和学校的制度化,教育世界与生活世界产生了隔离。在中国当今的基础教育领域,教育世界与生活世界的隔离是一个严重的问题。而融通教育世界与生活世界,既是现实的呼唤,又是当代教育发展的要求。     

Rethinking Formalisms in Formal Education

I explore a belief about learning and teaching that is commonly held in education and society at large that nonetheless is deeply flawed. The belief asserts that mastery of formalisms—specialized representations such as symbolic equations and diagrams with no inherent meaning except that which is established by convention—is prerequisite to applied knowledge. A formalisms first (FF) view of learning, rooted in Western dualist philosophy, incorrectly advocates the introduction of formalisms too early in the development of learners’ conceptual understanding and can encourage a formalisms-only mind-set toward learning and instruction. I identify the prevalence of FF in curriculum and instruction and outline some of the serious problems engendered by FF approaches. I then turn to promising alternatives that support progressive formalization, problem-based learning, and inquiry learning, which capitalize on the strengths of formalisms but avoid some of the most costly problems found in FF approaches.     

教育世界与生活世界：从疏离到融合

教育回归生活问题已成为近年来教育界的研究热点与争议焦点。在厘清教育与生活关系的基础上透视教育实践中教育脱离生活的现象,从而试图从教育价值观、教育方法、教育过程几个方面找寻教育回归生活世界的基本方式。教育世界与生活世界的融合,既是现实的呼唤,又是当代教育发展的要求。     

继续教育中学历教育和非学历教育的结合模式研究

学历教育和非学历教育相结合已成为继续教育的必然趋势,同时也是构建我国开放的终身教育体系的一个重点。文章从政策层面、教育监管、管理部门沟通协调和学习者需求四个方面提出了继续教育中学历教育和非学历教育的结合模式:政府宏观政策引导;多元主管部门协调监管;办学机构协作互补;学员"学历"、"技能"双收的培养模式。     

中国非正规高等教育与正规高等教育同等学历认证探索

中国政府重视发挥非正规教育的灵活、开放的优势,以终身教育的理念,通过各种成人教育机构,开通非正规教育的多种学习渠道,特别是为那些失去正规高等教育机会的人群提供了继续深造和提高学习能力的机会,并采取一系列措施使他们的学习成果达到与正规高等教育同等学历的认定。自学考试制度的建立是中国改革开放以来教育制度的创新,在推动中国非正规教育的发展中积累了一些值得借鉴的经验。     

对提高学历教育考试质量的思考

目前高校学历教育考试已暴露出诸多弊端 ,其原因主要是 :教育思想、教育观念陈旧 ,质量管理体系没有适应新的人才观的要求 ,教学管理存在缺陷。为了改变这种情况 ,必须做到 :( 1 )更新教育思想 ,树立现代考试观和人才质量观 ;( 2 )改革考试制度 ;( 3)建立合理的教育质量评价体系 ;( 4 )认真做好考后质量分析 ,改进教育工作。     

Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer. This paper appears as a chapter in: Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools, Netherlands: Springer.     

工具理性与中国近代学前教育的发展

20世纪初期,在清末新政中,工具理性开始渗透到中国政治、文化教育体制中。由于近代学前教育体系中,规定了学前教育辅助家庭教育的办学方向与宗旨,这促进了工具理性向乡村家庭教育的渗透;1932年颁布的《幼稚园课程标准》,标志工具理性开始渗透到中国学前教育课程体系中。     

WTO:中国教育的真正世界舞台

世贸组织不仅仅是一种国际经济组织,而且是当代全球社会的基本组织框架、模式和系统,是中国教育走进国际社会的真正世界舞台。这是一彻底开放的、高度趋同的、丰富多样的和激烈竞争的舞台。中国教育工作者要在这个全新的世界舞台上,作为“世界型教育剧编、导、演”,以世贸组织《服务贸易总协定》为范例,优选剧目、建构剧情、编写剧本,协调剧务和演出话剧,创造性地编写演出立体综合化的中国教育当代剧:塑造和培养能为世界社会理解、欣赏、接纳和仿效的世界公民和国际新人角色,全面反映人类当代丰富多彩的新生产新生活,为全球各类教育“观众”和消费者提供各种规格的教育服务。     

学习广场:新兴的教育业态

一、学习广场概念及其内涵进入21世纪后,在我国商业界引进了一种新的百货业--SHOPPINGMALL,中文译作销品茂.与原先的百货商店、超级市场相比,销品茂由于在购物环境和行为上有了相应的扩展、延伸,较好地满足了一部分人的消费心理和消费需求,因此,它一度有了很快发展.从某种程度上说,学习广场的构想就是借鉴,甚至可以说源于销品茂概念.     

Teaching for a Sustainable World: the Environmental and Development Education Project for Teacher Education

The social, economic, political and ecological imperatives of sustainable development outlined in ’Our Common Future, Agenda 21’ and ’Caring for the Earth’ have established a renewed agenda for environmental education which links it very closely with development education. Teacher educators in Australia have responded to the need to link environmental and development education and to raise the level of attention usually devoted to them in teacher education programmes. The ’Environmental and Development Education Project for Teacher Education’ has been the result. The project has involved 20 educators, drawn from 11 universities, government departments and NGOs across Australia, in writing and trialing a set of 18 3‐hour workshop modules on environmental and development education for use in pre‐service teacher education courses. These modules, published in the project manual, ’Teaching for a Sustainable World’, illustrate how environmental education and development education are related and provide practical assistance for teacher educators who wish to include these important fields in their programmes. An intensive dissemination programme in 1993‐94 involves workshops for all Faculties of Education in Australia.     

Working Knowledge: Australian Universities and Real World Education

Universities are at a pivotal point in their history and are undergoing dramatic changes. One of the more significant of these changes is the move towards instrumental programmes of learning, as manifest for instance in workplace and work-based learning. This paper argues that this trend threatens the existence of the liberal university, where knowledge is pursued predominantly for its own sake. The paper identifies four dominant discourses in higher education and suggests that these discourses co-exist with one another, and are sometimes dominant, at other times recessive. It argues that the trend to a post-industrialised labour market has seen the emergence of a vocationalised discourse in higher education, which stresses the instrumental at the expense of the liberal.     

国际教育援助及其对世界教育发展的影响

国际教育援助是国际间援助方对受援方在教育领域所提供的贷款、无偿赠款及专业技术资源的一种援助形式。根据其资金来源,国际教育援助可划分为多边教育援助、双边教育援助和非政府组织教育援助。国际教育援助改善了发展中国家的教育条件,促进了国际教育合作与交流,对世界教育发展做出了积极贡献。随着国际形势的变化,国际教育援助也有了新的发展,特别是更加重视援助的效果、援助的协调和援助的软件建设,更多地采取部门援助、计划援助,更加强调独立第三方机构的参与。