高职英语教育中的文化教育

语言教育与文化相辅相成、密不可分。如今高职英语教学中普遍缺失文化元素,语言知识和文化渗透并未得到同步。该文以对语言与文化关系的论述为基础上,深入探索了语言教育和文化教育的变迁以及文化教育融入英语语言教育的重要性,论证了在英语教育中融入文化元素的具体途径。     

A conversational analysis of developments in religious education in Europe and in Turkey

This contribution is focusing on the question: ‘In what way is the issue of religious education in general and Islamic religious education in particular articulated in Europe and in Turkey, and what can be learned from the respective articulations for the interreligious dialogue?’ In the first section, the historical context is presented that makes up the diversity and situatedness of models of religious education (RE) in Europe, and its relation to citizenship education. Then the role of Islam in RE in Europe is addressed. In particular, Islam and RE/Islamic RE in the Dutch context is highlighted. In the second section, the Turkish educational system is described from the Ottoman Empire to the Republican Era, including the position of Islam. Turkey’s present day secularised educational system is presented and the changed position of Islam in education. In the third section, the authors introduce the concept of ‘conversational analysis’ by using ‘European tinted lenses’ to further explore the Turkish articulation of Islam in education, and ‘Turkish tinted lenses’ to explore the European articulation with regard to Islam in RE. Concluding, some interesting aspects are emphasised where European and Turkish educators can learn from and with each other, and some recommendations for further research are given.     

高职院校思政教学中融入时政教学的路径构想

当今世界人才竞争的核心是人的素质的竞争,而人的素质中思想政治素质是最重要的素质,政治素质在日常生活中则表现为时政素养。大学生的政治素质是在整个大学的学习过程中逐渐形成的,这个过程中思想政治课在大学生的思想政治素质培养过程中是一个非常的关键环节。政治素质主要解决大学生的政治立场、观点、态度、信念等问题,而大学生的时政素养就是指大学生对国内外时事政治的关注兴趣、理解能力、分析能力以及对时政事件的成因和影响的判断能力的总体表现。     

工具理性视域下的高职思想政治教育

通过对工具(技术)理性和价值理性概念的梳理,做出我国工业化过程中工具理性的膨胀带来了价值理性缺失的基本判断,进而分析社会主义市场经济条件下工具(技术)理性对高职思想政治教育目标、经费投入、教育者素质、受教育者学习风气等四方面产生的负面影响,并针对现状提出了在教育观念、主题、课程设置到教育内容、方法等方面高职思想政治教育的对策与出路,以期实现工具(技术)理性和价值理性在高职思想政治教育中的有机结合,进一步增强高职思想政治教育的实效性。     

'Cultural Shift': The case of Jewish religious education in Israel

This study explores the unique situation of the Israeli-Jewish education system in Israel, which has developed different educational streams mainly according to religious differences. It highlights the changes in the status of the cultural stands of secular and religious Jewish groups in the course of the twentieth century. The secular majority has been willing to fund separate autonomous religious schools. Remarkably, the lower state intervention in the schools, the higher the level of funding. Thus, the ultra-orthodox schools have enjoyed full funding together with the greatest autonomy. Moreover, the nonautonomous secular state schools have also practiced religious rituals, without any clear guidance by the Ministry of Education and Culture. The implications of full autonomy and funding of the ultra-orthodox schools is discussed, by way of 'critical sociology of education', with emphasis on the 'cultural shift', the cultural advance of the religious groups, and 'cultural surrender' of the secular group.     

Cultural pluralism and education: The Israeli case

Israeli society is often viewed as a Western democracy committed to values characteristic of this type of political system. Cultural pluralism is one of these values. The purpose of this paper is to examine the place of this value in the context of Israeli society, and in particular in its educational system. The paper raises serious doubts about the commitment of Israeli society to the value of cultural pluralism, especially in the educational domain. It is argued that the guiding ideology of the Israeli educational system is that of nation building, which aspires to cultivate a shared system of national values and common culture and inculcate them in its school children, thus leaving little room for the value of cultural pluralism. Furthermore, it is argued that the proposed integrative national and cultural agenda leaves no room for Israeli Palestinians, and favours the culture and traditions of Jews of European and American origin and is biased against the cultures and traditions of Jews of Asian and African origin.     

Body matters in vocational education: the case of the competently trained

Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable access to this knowledge and skill and secure its foundational role. Other knowledge and skill - that is, knowledge and skill that is situated and not easily visible and expressible - is seemingly rendered redundant. This paper discusses the role and significance of situated practises in competency-based training (CBT), most particularly embodied knowledge and tacit skills. Using empirical material collected in the course of a recent research project on CBT, the argument is made that the body, as currently constituted in VET products, is understood more as a symbolic/informational than material/physical entity. This understanding gives rise to a ‘thin’ conception of vocational competence and, sometimes, a thin practise of developing this competence. More broadly, the body is a critical site of contestation between radically different goals (e.g. industrial/educational, global/local). Bodily specificity (e.g. tacit skills, experienced judgement) can be mobilized to challenge the universalizing impulses of CBT. Indeed, this specificity completes or is necessary to these impulses. It plays a constitutive role in the practice of vocational education and training and could, with profit, be more fully recognized and supported in its policy.     

Rethinking vocational education: a case study in care

The authors explain how development of employability and educational interest might be enhanced by a radically different division of labour between FECs (Further Education Colleges) and the institutions in which students live and work. They argue that, rather than looking for ways in which FECs could teach vocational knowledge in a more relevant way, the role of FECs might be to develop students’ educational interest through analytical reflection on their life and work. The authors tried out these ideas with 25 adult returners to formal education who hope to secure jobs as professional carers. The theoretical perspective known as situated learning is contrasted with one which implies that transfer of learning from classroom to workplaces is relatively unproblematic and that cognitive operations are relatively unaffected by culture.     

The necessity of historical inquiry in educational research: the case of religious education

This article explores the mixed fortunes of historical inquiry as a method in educational studies and exposes evidence for the neglect of this method in religious education research in particular. It argues that historical inquiry, as a counterpart to other research methods, can add depth and range to our understanding of education, including religious education, and can illuminate important longer‐term, broader and philosophical issues. The article also argues that many historical voices have remained silent in the existing historiography of religious education because such historiography is too generalised and too biased towards the development of national policy and curriculum and pedagogical theory. To address this limitation in educational research, this article promotes rigorous historical studies that are more substantially grounded in the appropriate historiographical literature and utilise a wide range of original primary sources. Finally, the article explores a specific example of the way in which a historical approach may be fruitfully applied to a particular contemporary debate concerning the nature and purpose of religious education.     

Significant learning in catholic religious education: the case of Temuco (Chile)

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.     

职业教育中的案例教学法

案例教学法是档案教学中行之有效的教学方法。案例的甄选要注意目的性、启发性、客观性、典型性、精确性。在案例教学中,教师要发挥主导作用,启发、诱导学生的思维,增强学生的参与意识,促进学生积极思考,从而使学生在能力上得到锻炼。     

Narthical religious learning: redefining religious education in terms of pilgrimage

Religious education at school should be more than just the acquisition of knowledge. It should not only provide cognitive facts on how religious people act according to their moral and religious convictions, but also on how learners can gain as much profit as possible from these facts in order to build their own identity as religious ‘tourists’. Good religious education challenges them also to become ‘pilgrims’ and to allow the ‘slow questions’ of religion to enter into their own life, in all their vulnerability and provisionality. This paper discusses the recent orientation towards religious experience in religious didactics in Western Europe and makes out a case for a mystagogical‐communicative or ‘narthical’ approach to religious learning. This argument is presented against the background of individualisation, pluralisation and detraditionalisation of religion, which is the typical context for young people in their search for meaning today.     

论中、高等职业技术教育的衔接

高职教育和中职教育之间的衔接包括形式和内容两个层次,核心是教学内容的衔接.中、高职之间的衔接在形式上要体现出职业特点,要发挥"职业岗位资格证书"的导向作用;中、高职教学内容的构建需要在一个系统中通盘考虑,以保证人才培养的质量和教育工作的效率;顺利实现衔接需要创造一定的保障条件.     

论中、高等职业技术教育的衔接

高职教育和中职教育之间的衔接包括形式和内容两个层次 ,核心是教学内容的衔接。中、高职之间的衔接在形式上要体现出职业特点 ,要发挥“职业岗位资格证书”的导向作用 ;中、高职教学内容的构建需要在一个系统中通盘考虑 ,以保证人才培养的质量和教育工作的效率 ;顺利实现衔接需要创造一定的保障条件