民族文化认同:内涵与结构

民族文化认同是个体获得、保持与创新自身民族文化的社会心理过程,是文化变迁和融合中的必然现象.在考察民族文化认同相关研究的基础上,结合心理测量和社会认知理论,探讨民族文化认同的内在属性、基本内容与结构,旨在为民族文化认同的计量研究夯实相关的理论基础,进而准确把握民族文化认同及其相关变量间的确切关系,寻求民族文化认同对于民族延续、社会促进与和谐的理论与实践价值.     

教育理想、教师专业认同与个人认同: 试论三者的关系及其意义

教师具有的专业技能是教师专业身份的重要维度,但主要是有关教育活动的效用维度,且主要以技术性和工具性为特征.使教育成为可能的层面还必然涉及价值维度,因而教育价值和教育理想在教师的专业认同中占有不可或缺的角色.教师使命背后的教育理想无不与个人价值密切相关.个人价值是个人认同的一个构成维度,所以,教师的专业认同与其个人认同在价值层面应是一致的.如此,教师对教育理想的反思和对其专业认同的理解与她/他对个人认同的理解分不开.哲学家利科对个人认同概念和叙事认同概念的分析,为教师反思其教育理想和理解其专业认同提供了一种可能的学习模式.     

A Collaborative Perspective on Diversity of Culture

This paper elaborates the diversity of culture from two aspects,the evolution of culture and different divisions of culture.From the origin,genetics and social learning are the key factors of its diversity;while from its divisions,it can be divided according to regions,history,"power" and individuals.Faced with the diversity of culture,collaboration is necessary for developing different cultures.However,collaboration doesn’t mean giving up the native culture.Maintenance of the native culture is an important way to keep the diversity of culture.     

康巴:边地文化与身份认同

康巴文化是当地羌文化与汉藏文化不断融合,且适应当地特有自然环境而形成的。历史上由于当地人口的高流动性、小规模部落分治的社会制度以及各种外部影响,整个康巴社会内部始终没有形成统一局面,也没有族群意义上的康巴认同。文成公主的传说和格萨尔王的传说分别体现了汉文化与康巴文化及其身份认同、康巴本土文化与其身份认同的关系。     

文化身份与保护文化多样性 --从怒江开发的讨论说起

文化身份的认同在全球化时代显然已成为非常尖锐的问题。可持续发展不仅是人类当前利益和长远利益的兼顾,而且也必须做到人口、资源、环境各方面的兼顾。即不能不顾环境进行掠夺性的发展,也不能以环境问题为借口,无视人口发展的正当要求。当我们完美的环保主义进化到要把人类文明的范围,扩大到全部生物物种和整个世界的时候,我们至少应该保留对我们同类中的弱势群体的同情心,特别是对现有贫困地区人口的生存和发展问题决不能视而不见。文化身份不仅仅是一个认同的问题,它也包含着重新建构的问题,即如何在新的历史背景下实现传统文化的现代性转型问题。     

妈祖文化认同量表的构建与分析

通过文献摘录、开放式访谈等方法构建妈祖文化测量题库,然后经专家评鉴分析筛选题项,并采用问卷调查法进行初步测评,最终编制完成了妈祖文化认同量表。该表分为文化认知、信仰知觉、自豪情感、意愿行为等四个维度,共30个题项。对妈祖文化发源地的福建省居民进行初步测评,得出结论:1)妈祖文化认同量表的构建科学可行;2)当地对妈祖文化认同度较高,尤其是自豪认知度情况较好。     

The Role of Stories in the Formation of a University/Public School Collaborative Identity

This paper describes how two women, a university professor and a public school teacher, discovered how they had used the power of stories to develop the trust and understandings which were precursors to their engagement in collaborative teacher research. Stories became an intervention that promoted dialogue and helped to establish a collaborative identity. Collaboration between universities and public schools allows educators to engage jointly in research and rethinking of practice. The paper discusses the difficulties they experienced trying to break down barriers while bringing both voices to their writing and research. It also raises numerous questions about university/public school partnerships and the time, energy, and commitment needed to recognize the potential of this type of inquiry to the ‘world’ of teacher research.     

教师专业认同：教师教育改革的新视角

教育理论研究的深入和教育实践的迫切需要使得对教师专业认同的研究成为当今教师研究的重点之一。教师专业认同具有动态发展性、个体性和能动性,是提升教师生命意义的内在基础。我们应从关注教师的自我认同、注重职前专业学习和初任教师实习的经历、注重教师的实践性知识三方面反思和改善教师教育。     

个体自我同一性的规约及其带来的教育启示

自我同一性是人格发展过程中自我意识的体现,它是指人格发展的连续性、成熟性和统合感。教育最终为了促进人格健全发展,因此,理解并掌握自我同一性的规约有助于顺利高效地开展教育活动。     

陕西高校文化与地域文化协同创新

发挥高校文化服务于地方文化建设的重要作用,以政府主导规划和组织引领方式,建立陕西高校文化与地域文化的协同创新架构。立足陕西历史文化资源优势和彰显陕西地域文化特色,聚焦国家级大项目驱动辐射效应,解决陕西文化发展"追赶超越"力争上游的体制瓶颈和机制障碍。把陕西打造成为中华历史传统文化源流标识地、世界自然地理人文典型生态带,中国红色革命历史文化战略转折地和丝路文化与"一带一路"文化引领区,整体提升陕西文化品质和社会形象,实现新时代陕西经济社会的全面腾飞。     

师范大学生教师职业认同与学习投入关系的实证研究

为了考察师范大学生教师职业认同与学习投入之间的关系,采用问卷调查法对631名师范大学生进行调查,数据统计分析的结果表明:1师范大学生教师职业认同处于较好水平,而学习投入则处于中等水平;2师范生教师职业认同及其各因子和学习投入及其各个因子之间均存在显著相关;3师范大学生教师职业认同的职业效能、职业意志等部分因子能够有效预测学习投入的动机、精力、专注三个因子。     

Assimilation, Faith and Identity: Educational Implications of Change and Continuity

In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London.     

Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All

This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed.     

Content-Based Collaborative Inquiry: A Professional Development Model for Sustaining Educational Reform

In this article, we describe our professional development model, Content-Based Collaborative Inquiry (CBCI). The purpose of the CBCI model is to engage educators in inquiring and constructing their own knowledge as they focus on both student understanding in specific content areas and their own learning processes. We first explain the empirical foundations of CBCI. Through 3 cases we illustrate how content knowledge is developed via collaborative inquiry, originating in teachers' classrooms, and expanding to create and sustain collaborative communities of inquiry in the multiple contexts where educators work. We conclude by discussing challenges and continuing issues for efforts to support lifelong teacher learning and educational reform.     

日本大学教学改革的启示

在日本战后第三次高等教育改革中 ,重视大学教学改革是一突出特点。日本大学教学改革的主要内容是 :在课程设置上 ,变长期以来的“二·二分段”模式为“四年一贯”模式 ,并加强综合课程的开设 ;在教学内容上 ,重视外语教育和信息处理教育的改革 ;在教学组织上 ,充分体现“以学生的学习为中心”的理念 ,调动学生的学习积极性 ,注重提高教学效果与质量 ;在教学管理上 ,注意调动教师教学的积极性 ,逐步扭转“重科研、轻教学”的局面。研究日本大学教学改革的特点旨在为我国高校以实施素质教育为中心的教学改革的深入展开提供一个参照系。