媒体话语对教育改革的负面影响及其对策

媒体具有强大公共话语塑造功能,媒体话语与教育改革之间的关联非常紧密。媒体话语对教育改革产生强大的影响力,甚至表现为负面的影响,让教育改革失去应有的冷静、客观。面对媒体话语对教育改革的负面影响,应当实施绩效评估制度,激励教育改革者重塑信息能力,转变信息获取方式,以提高教育改革的科学性与合理性。     

论讯问笔录的证据资格及其程序保障

讯问笔录作为诉讼证据的证据资格,我国法律并未明确规定,但在我国司法实践中,人民法院还是将其作为犯罪嫌疑人被告人供述辩解而承认其证据资格.笔者认为,讯问笔录可以具有诉讼证据资格,但应当作为书证使用,以便于对这类证据举证、质证和认证.同时,如果要更好地发挥讯问笔录的证据作用,就应当完善有关的证据规则,在完善对讯问笔录的程序保障功能的同时,使其充分发挥作为诉讼证据的作用.这种制度上的完善,不仅有利于保障人权,而且有利于刑事诉讼制度的民主化、科学化和规范化,有利于实现司法公正.     

Retooling American Education: Politics and Policy of U.S. Education Reforms

This paper argues that America's current concern with educational reform arise from a change in social goals. However, while education is seen as having a powerful role, inadequate resources, competing demands and a decentralised system hinder substantive reform. The many reform reports are seen as requiring more critical evaluation.     

Qualifications,examinations and assessment: views and perspectives of students in the 14–19 phase on policy and practice

This paper brings to the forefront students’ views on one of the most significant aspects of educational reform in the 14–19 phase in England, specifically qualifications, examinations and assessment reform. In this respect, the paper foregrounds students as ‘policy actors’, they are significant players in the mediation of national qualification systems rather than just subjects in their implementation. Data from a national dataset of focus groups with 243 students are presented. Key themes are highlighted relating to young people’s experiences of qualifications, examinations and assessment at this stage of education in a context of continuous initiatives and change as well as the impact on students of qualifications reform in situ which can be confusing, unsettling and ultimately detrimental to future success.     

新课程全面实施下的高师教师教育改革

基础教育新课程改革已经从实验阶段走向全面实施阶段,高等师范院校也从"师范教育"向"教师教育"转型。高师院校在教师教育的转型过程中,应直面基础教育新课程改革全面实施的大背景,力求教师教育课程目标的现代化、课程结构的综合化、教学方式的示范化,并在课程体系上实现职前职后一体化。     

Making Haste Slowly: the evolution of a unified qualifications framework in Scotland

The Scottish Credit and Qualifications Framework is often claimed to be a success and an example to other countries. However, if other countries wish to learn from this example they should not only study the current framework; they should also examine the sequence of policy reforms, over a quarter of a century, through which it developed. The article traces the history of these reforms and shows how they incrementally created the conditions for a successful comprehensive qualifications framework. It argues that the main drivers for change have been internal to the education system, rather than external economic, social or ideological pressures, and the main barriers have been institutional and political rather than epistemological. There were specific reasons why it took such a long time to develop the Scottish framework, but in any country it takes many years to establish the conditions for a successful comprehensive framework.     

积极推动师范教育转型 构建开放式教师教育体系

师范教育转型是世界性潮流 ,目前我国正在加速推动师范教育转型 ,因此应结合我国国情 ,进行有关模式的实验探讨。我国的师范教育转型面临三大难题 :一是教师需求趋缓 ,供需渠道不畅通 ;二是师范类毕业生就业制度改革 ,引起生源素质大幅度下降 ;三是教师资格制度的实行不仅使教师来源多元化 ,而且使师范类毕业生就业竞争压力加大。要解决这些问题 ,需借鉴其他国家先进经验 ,采取措施 ,构建新的开放式教师教育体系。     

试论图书馆应如何面对知识经济的挑战

信息技术的迅速发展,不仅带动和促进图书馆数字化,而且将给图书馆工作方式、工作内容和管理体制带来重大变革,这对于长期以来熟悉纸质资料管理的图书管理人员来说是一个巨大挑战.为此,图书管理人员应适应时代变化,转变服务观念,通过终身学习不断提高自身素质.     

中美基础教育教学与评估的比较与思考

中美两国有着不同的文化历史背景,政治经济制度也存在着很大的差异。美国对教师资格有着严格的要求。除获得所教学科和教育学的学士、硕士学位,还必须通过考试获取所在州的执教资格执照。美国教师在教学时可以由教师自主决定对教材的处理方法。学校提供充足的教学资料、教师用书、练习册及辅助设备。教师的备课空间较大,可以按自己的理解对学生提出要求。这样可以极大地发挥教师和学生的想象力、创造力;开拓发展学生思维;培养学习能力。美国各学校没有固定的期中、期末考试,学校不以考试作为终结性评估手段,学生修完一门课获得学分。每年各校也组织一次摸底考试,了解学生情况为学生报考学校做好准备。在我国现行教育体制下,考试成为教学评估的重要手段之一。学生的考试是衡量学生和教师成绩的依据。我国的教学评估是到了应该改革的地步了。教育工作者应该冷静地分析,直面过去的成就和不足,给新世纪的教育多些关注,采取一些有效的措施。     

浅议新疆高校推行公务卡制度的问题与对策

新疆高校推行公务卡支付结算改革,在提高以教学科研为中心的财务保障效能上发挥了积极作用,但公务卡在高校的推广使用情况并不十分乐观,公务卡的财政监督作用没有得有应有发挥。对此,要提高高校领导对公务卡使用的刚性要求的认识,;加强公务卡培训宣传力度,提高教职工对公务卡的认知度;完善公务卡受理环境,均衡分布刷卡机具;加强监督制约机制,保证公务卡作用得到发挥;完善制度建设,提高公务卡的操作指导性能。     

Recent Changes in the Transition from Higher Education to Employment in the Federal Republic of Germany

Much has been written in the industrialized countries, particularly in Germany, about the problems of unemployed and under‐employed higher education graduates. Although in the case of Germany much is known about the rate of general unemployment, and that graduates fare better on the job market than persons not having higher education qualifications, the specific situations of graduates in regard to the job market are not all that clear. The author argues that most studies on graduate employment, unemployment, under‐employment, and mis‐employment have been skewed by the underlying idea that educated talent is scarce and should be used and rewarded accordingly. Thus the continued expansion of higher education is viewed as an indication of the erosion of graduate employment and as leading to an oversupply of talent. However, if on one hand, employment opportunities were such that employees would do work of both very high and very low levels of skill and complexity as parts of the same job, and, on the other hand, the generalization of higher education qualifications was considered a prerequisite for a highly educated society, the scope of research on this subject would change. The massification of higher education might not be automatically viewed in negative terms.     

加强法律基础课的教学改革发挥法制教育主渠道作用

高校是为社会主义建设培养高素质人才的场所，在实施依法治国方略的今天，培养的人才更要具有较高的法律素质。“两课”中的法律基础课在大学生们的法制意识、法律素质的培养中起着主渠道作用。高校应从课程体系、教学内容、教学方法、师资建设等诸方面对“两课”中的法律基础课进行改革与建设，从而真正发挥其在对大学生法制意识及法律素质的培养中的主渠道作用。     

对西方经济学与马克思主义经济学之争的反思

西方经济学和马克思主义经济学的地位与作用之争一直是经济学界关注的焦点之一,它往往折射出改革进程中的种种问题。西马之争的本质不应是一个孰优孰劣的问题,而是一个适应性的问题,任何经济理论的应用都应植根于本国具体国情,开放性地、有选择性地和创造性地使用。     

海峡两岸大学入学考试多元评价制度改革比较研究

两岸的大学入学考试因其社会、文化背景的不同而存在差异,但也显现不少相似的发展和问题,积极探索多元评价制度便是两岸的重要共识之一。对比两岸大学入学考试多元评价的改革方案,发现二者在改革目的、策略、方向等方面几乎一致,但在改革路径、力度和原则方面则存在较大差异。两岸改革的历史经验和现实教训告诉我们:高考改革必须以公平为主旋律,强化循序渐进原则,同时重视传统文化和观念的改造。     

美国高中生面对高考为何如此平静

美国的高考不仅深受学生重视,且竞争异常激烈。但美国高中生面对高考却十分平静,且在高考“指挥棒”的引领下,素质教育仍蓬勃开展。究其原因,其高考招生制度功不可没,如：重视平时成绩,建立长效考核机制;考试次数多,并选取最高分;重分数,但更重人的综合素质等。当前,我国高考改革应以美国为鉴,实行既重分又重人的考核方案,实行多次高考,大力进行高考制度建设。     

The paradox of Scotland: limited credit transfer in a credit-based lifelong learning system

On paper, Scotland has a highly permeable, unified system of lifelong learning underpinned by the Scottish Credit and Qualifications Framework. Recent reports suggest that the reality is less positive. This paper examines credit transfer in Scotland across three interfaces: between general and pre-vocational learning and vocational education and training (VET); within VET; and between VET and university degrees. It finds that credit transfer across the first two interfaces is limited; credit transfer at the third interface is more frequent but often problematic. One explanation is that the system is designed around credit accumulation rather than credit transfer; this, together with other features of the Scottish system, means that a degree of permeability is built in without the need for formal credit transfer. But a second explanation highlights the epistemological, institutional and political barriers to a unified system. The paper illustrates the importance of distinguishing among different types of credit system and the limitations of credit and qualifications frameworks as agents of change in the face of the institutional logics of national education and training systems. The capacity of cross-national credit systems to support mobility between national systems should not be exaggerated.     

No discrimination on the basis of irrelevant qualifications

This paper argues that social justice demands that discrimination on the basis of irrelevant qualifications be made illegal. Just as historically it was seen as ‘natural’ for discrimination in employment and education to be made on the basis of class, gender, ethnicity, sexuality, disability and age, so (at present) most people see discrimination on the basis of irrelevant qualifications as ‘natural’. That ‘naturalness’ is challenged in this paper and proposals are put forward to rectify this injustice.     

Agents’ social imagination: The ‘invisible’ hand of neoliberalism in Taiwan's curriculum reform

Neoliberalism has become the most dominant ideology in current world and educational researchers thus may need to disclose the ways in which neoliberalism affects education and curriculum and propose new strategies to cope with them. Through literature review, however, the author argues that perhaps because of the social and theoretical scope in the West, the existing analytical strategy, which mainly focuses on the influence of government policies, seems unsuitable for some non-Western countries. This paper reviews the Grade 1-9 curriculum reform in Taiwan's education system, and suggests that one of the neoliberalism's influences in education might be more ‘invisible’ because it reflects the public's/agents’ social imagination of this neoliberal world. Furthermore, the hybrid cultural context in Taiwan, such as the examination culture, also seems to play an important role in the process of curriculum reform. Thus, the author argues that the analysis of neoliberalism in education should pay more attention to ‘agent’ and ‘culture’ aspects, but not just ‘structure’ aspect. It is also argued that ‘curriculum reform’ should be expanded into ‘social reform’ to some extent, since social imagination has such a heavy impact on curriculum reform.     

对我国高校人力资源管理专业教学改革的分析

“以学生为主”的教学方式的改革是一个历史趋势,更是一个渐近的过程。近二十多年来,我国高校在大力提倡素质教育和借鉴西方一些著名商学院的现代教学形式的过程中,更需要构建和完善支撑这些教学方式的基础条件。渐近式推进本科阶段人力资源管理专业教学方式改革的过程中需要解决三个关键问题,包括专业学科的定位,课程体系的改革和师资力量的系统培训。     

广东电大实现跨越式发展面临的四大课题

本文分析了广东电大的现状和发展中存在原问题，提出广东电大实现跨越式发展，一要增加在教育改革中的自主性，二要创新办学理念，三要引入市场机制，四要加强教育合作。