近代西藏学前教育制度变迁历程研究

近代西藏学前教育的发展,是在我国近代教育制度变迁的大背景下发生的,但其发展又滞后于我国绝大多数地区学前教育的发展。学校教育制度的变迁经历了清末和民国两个阶段,产生了四个学制,从其对西藏地区学前教育发展的影响来看,"癸卯学制"促使其萌芽,"壬戌学制"促使其初创。近代西藏第一个正规学前教育机构是附设在国立拉萨小学的幼儿班。西藏近代学前教育制度的变迁,经历了三个阶段:萌芽阶段1902年-1911年;停滞阶段1912年-1921年;初创阶段1922年-1951年。     

改革开放以来中国学前教育财政体制的变迁研究

通过研究我国改革开放30年来的学前教育财政体制的历史发展,总结出各阶段政策发展的特征,探寻变迁的轨迹,进而分析出学前教育财政体制发展的特点及前进方向.     

西藏学前教育供给侧结构性改革的理性思考

学前教育作为民族地区教育体系的基础,对提升民族地区的教育质量具有十分重要的意义。西藏自治区学前教育事业在发展过程中,存在学前教育普及程度较低、城镇与农牧区学前教育发展差距较大、学前双语教育发展质量有待提升等问题。为有效应对西藏自治区学前教育事业发展过程中存在的上述问题,应对西藏自治区学前教育事业的供给侧进行结构性改革,应强化政府在学前教育供给中的主体地位,推进全区学前教育的全面普及;应优化学前教育供给的资源配置,促进城镇与农牧区学前教育的均衡发展;应深化学前教育师资供给的培养培训体系,提升全区学前双语教育的质量。     

诺思的制度变迁理论述评

本文对诺思的制度变迁理论作了全面解读,包括制度变迁的主体、制度变迁的动因与条件、制度变迁的方式与过程、制度变迁的特征,并对该理论进行了点评。     

高等教育学费制度变迁研究

高等教育学费制度变迁的实质是制度创新的过程.学费制度变迁中出现的"乱收费",以及政府强制统一划线等问题,与我国传统的高等教育管理体制下所形成的利益格局有关.在当前高等学校生均培养成本核算不清,标准不一致的情况下,要想进一步推进和完善学费制度改革,必须从改变学费制度面临的体制环境人手.     

西藏高校学前教育本科专业课程设置现状与对策研究

课程设置是课程建设的前提,是实现专业人才培养目标的关键。西藏高校学前教育本科专业课程设置改革应确立"科研型"幼儿教师培养目标,并依据西藏幼儿教师教育的特殊性,调整课程内容,优化课程结构,以适应西藏学前教育现代化发展对教师素质提出的要求。针对当前学前教育本科专业课程设置中存在的问题,西藏高校学前教育本科专业应精选课程内容,优化课程结构,构建适合西藏学前教师教育的课程体系。     

中英学前教育制度之比较

文章主要从学前教育的机构设置、班级规模、课程内容、收费标准等方面,对中、英两国的学前教育进行了比较,分析两国学前教育的差异,对中国学前教育的发展起到了很好的启示作用。     

MOOCs,institutional policy and change dynamics in higher education

The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments from an institutional policy perspective, drawing on an analysis of the initial stages of different approaches to MOOCs and e-learning being taken up at three Australian universities. It points to four commonalities emerging from the institutional constructions of these initiatives including (1) the use of e-learning policy as a vehicle for curriculum redesign; (2) an emphasis on internal curriculum redesign as a core rationale for MOOCs; (3) a desire to capitalise on promotional opportunities but a reticence around wholly embracing the concept and structure of MOOCs and (4) the absence of access-driven concerns in university policy despite the prominence of such concerns in broader public debate. The approach is framed by a consideration of change dynamics in higher education and highlights the emphasis on internal university work within the policy narrative, suggesting this could represent an attempt to reframe the debate about MOOCs away from popular arguments about systemic disruption and instead use them to progress forms of change that align to broader strategic objectives.     

面向实践的学校宏观管理研究的范式特点

学校宏观管理研究的课题数量已经超过微观教学研究,但研究质量较微观教学研究有较大差距,有的研究结论甚至不如教育行政管理人员的经验性认识深刻。研究范式的不成熟是重要的原因。研究范式包括观察现象的范式和运用概念体系研究的范式。学校宏观管理现象,是关于调动教育资源过程的外部形态和联系,具有历时性、共时性、观察者不完全亲临性等特点,决定了对学校宏观管理现象的系统观察,要具备职务条件（或代职课题研究）、选择高级问题的观察角度以及需要“教育管理叙事”的不断积累。不同的概念体系,又决定了问题的抽象路径和研究范式。应当重视借助教育组织理论形成宏观教育问题的表述方式和研究解决问题的路径。     

让院校研究走进院校管理

管理落后是制约我国高等学校当前改革与发展的一个重要因素,而造成我国高等学校管理水平落后的一个重要原因是管理中的院校研究缺失。因此,让院校研究走进院校管理是提高我国高等学校管理水平的理性选择。这需要管理者进一步提高对院校研究重要性的认识,加强高校管理队伍的专业化建设,继续深化高等教育管理体制改革,进一步扩大高等学校的办学自主权。     

美国院校研究与我国高职院校研究之比较

院校研究源于美国。院校研究的基本特征是:具有针对性、科学性、多面性、定量性、个案性、可用性。我国高职院校研究的现状不容乐观,只有充分认识研究意义、准确定位研究宗旨、切实加强机构建设、设法保证工作条件、高度重视对外交流、认真解决实际应用,才能使院校研究推动高职教育的持续发展。     

Reality versus perception: Restructuring tertiary education and institutional organisational change – a case study

The purpose of this study was toinvestigate the outcome of restructuring thetertiary system in New South Wales, Australiafive years after its announcement in the late1980s. It was hoped that lessons could belearned to assist policy makers in Nova Scotia,Canada in their attempt to restructure highereducation. Twenty-four senior administratorswere interviewed to collect data on `why' and`how' decisions were made in response to avoluntary restructuring policy. Qualitativedata analysis revealed that (1) voluntaryamalgamations and federations take place whentertiary institutions fear governments willmandate restructuring; (2) restructuring oldestablished institutions is more difficult; (3)personal ambitions of leaders negotiatingmergers play an important role; (4) loosefederations are likely to become morebureaucratic and less efficient; (5)organisational change and development arepoorly understood by senior administrators.To achieve organisational change, more than onefactor must be present. Congruence betweenthese factors is critical to achieve desiredoutcomes. The data inferred that there is arelationship between leadership, restructuring,managing staff relations, organisationaldevelopment, external pressure for change, andorganisational change. To illustrate thisrelationship, the `primary triad model' wascreated suggesting a holistic approach toachieving desired outcomes. Otherwise,organisational change may be perception ratherthan reality.     

The value of institutional research in the assessment of institutional effectiveness

A survey of 167 institutions engaged in the regional reaccreditation process between 1987 and 1992 revealed that the presence of institutional research activities was positively related to the institution carrying out a systematic assessment of institutional effectiveness. Institutional research activity was more predictive of assessment efforts than was the type of governance (public or private), the level of degree offered, or enrollment size. An alarmingly low proportion of institutions had begun to define outcomes at the time of the survey—a first step in the development of assessment procedures. Even fewer had identified ways of measuring outcomes. Budgets and staff expertise were felt to be adequate for current responsibilities but insufficient to assume responsibility for assessing institutional effectiveness. Institutional research activity is urgently needed in order to support the data collection efforts required by institutional assessment mandates. Whether these activities are conducted by institutional researchers or are dispersed across the campus, they provide the underpinnings for assessment.