当代课程的自主品质与自律途径

民主与协商，是当代学校教育的基本特点与重要途径，也是今日我国学校教育、课程与教学改革的重要内容与依据之一。本通过对对话中心课程、协商式学习与非等级评价理论与实践的分析，阐明了当代学校课程建构与实施的蕴含与路径。     

协商民主视域下的公民素养与民主教育

协商民主是在批评现代民主基础上发展起来的,代表着当代民主的新形态。它强调公民的平等参与、理性思考和协商对话,对公民提出了协商民主素养的要求。培养公民的协商民主素养,需要一种特殊类型的公民教育——协商民主教育。协商民主教育就是让教育体现协商民主的精神,建立一种以协商为核心的民主教育模式,包括建立以协商为核心的教育治理机制,建设以协商为核心的学校和班级治理组织,构建协商课程,开展协商对话教学。     

协商课程与学习:民主课堂的蕴含与路径

民主的课堂学习模式，是西方学校教育的普遍追求与特点，也是今后我国学校教育、课程与教学改革的重要内容与依据之一。本文通过对协商课程与协商学习理论与实践的分析，阐明了建构民主课堂的蕴含与路径。     

论防疫教育中学校的课程责任

无论从理论层面还是实践层面,学校在防疫教育中的课程责任是必然的。对比学校一般的课程责任,在防疫教育中,学校有保障国家课程、配合地方课程与创建校本课程等有限责任。随着学校课程管理方式的转型,学校课程责任运作方式必须由科层传达转为平等协商,构建"课程责任共同体"。     

学校课程治理现代化：内涵、逻辑与实现路径

作为教育治理体系现代化建设的重要组成部分,学校课程治理现代化已成为深化教育领域综合改革的关键一环。学校课程治理现代化指多元治理主体平等协商共同推进课程不断优化的过程。本研究从治理主体、治理对象、治理机制与治理路径四个方面分析了学校课程治理现代化的行动逻辑。实现学校课程治理现代化,应深化立足学生发展的课程治理目标,聚焦学校课程高质量发展的课程治理内容,完善多主体协商共治的课程治理过程,规范基于审议的课程治理工具,以此实现学校课程共建、共治、共享与高质量发展。     

“协商课程”理念与公民课程的建构

"协商课程"理念倡导教师与学生在课程活动中的协商对话,它通过对学生的"赋权",引导学生参与到课程的设置、开发、实施以及评价等过程之中,从而促进课程权力的均衡分配。"协商课程"理念通过学生与教师之间的平等协商,可以保障学生的课程权力和公民权利,有利于培育学生的公民品质,提升公民教育的效果。因此,公民教育有必要以协商课程理念为重要基础,建构以公民课程和品德课程为核心的协商课程机制,发挥课程生活的隐性的公民教育功能,以此来提升公民教育的公共性与民主性,使公民课程真正以公共价值原则为导向,最终促进学生的公民品质和公共精神的发展。     

教师教育中家庭参与课程的框架设计

家庭参与子女学校教育成为当代国际教育改革的趋势,它将积极促进子女的健康成长与学校教育的良性发展。但是这些积极有效的教育效果是建立在教师具备良好的家庭参与信念和知识技能的前提之上的。家庭参与课程,就是以培养未来教师具备让家长成为学校教育过程中的积极伙伴的知识、技能与情感的课程。本文针对我国教师教育课程方案中家庭参与课程的缺失问题,立足学校教师与家庭伙伴关系的角度,尝试建立新的教师教育专业家庭参与课程的框架,并对该课程的实施提出了一些建议。     

美国当代进步教育运动路向的学校改革——赛泽教育思想与"要素学校联盟"探析

美国当代杰出教育家赛泽的教育思想深受杜威的影响,在有关教育的许多重大问题上,其观点与杜威一致,对美国当代进步教育的学校改革发挥了举足轻重的作用.通过对其教育观、学校观、课程观及教学观的探析,并结合"要素学校联盟"的性质和十大原则,为我们更好地了解美国当代进步教育运动路向的学校改革提供新的视野.     

中学类学校音乐教育课程探索

中学类学校音乐教育课程的设计是音乐教师教学的第一环节,课程的设计关系到学生综合能力的培养。尤其是教育观念的更新、知识结构和课程结构的设置调整都会对中学类学校音乐教育课程产生影响。本文通过对当前中学类学校音乐教育课程的设计进行分析探讨,提出在中学类学校中音乐教育课程在课程设计、教学内容等方面的一些新的想法与新的途径,提出适合当代中学类学校学生的音乐教育课程。     

略论如何开发和利用外语课堂教学中的隐性课程

当代课程理论认为,学校的实际课程是由显性课程(manifest curriculum)和隐性课程 (hidden curriculum)两部分构成的(钟启泉, 2000)。所渭“显性课程”,是指学校教育中有计划、有组织实施的课程,这类课程是根据国     

The hidden curriculum and beyond: A Nigerian case study

The authors offer an operational definition of the curriculum as reflecting the interests of certain groups in society. Then follows a historical analysis of the curriculum in Nigeria through ‘traditional’, colonial, and post-colonial times. From this analysis the authors infer that at each stage of development, a hidden curriculum operated to socialise the young into the dominant norms of society. In contemporary Nigeria, the schools socialise the young to accept the ideology of development, according to which gradual social equality will be brought about through schooling. Finally, they suggest that the main means to overcoming the hidden curriculum is through the liberating potential of knowledge itself. The normative component of knowledge as liberation has been taken up by certain Nigerian intellectuals in their professional organisations, offering the hope of a freer society.     

Secondary Vocational Education and Earnings in Latin America[1]

ABSTRACT

Household survey data for II Latin American countries are used to assess earnings differentials by type of secondary education during the late 1980s. Introduction of the cost of the curriculum allows for the estimation of private and social rates of return to investment in education by type of secondary school curriculum. The paper documents mixed results. In some countries the private returns to vocational schooling are higher than the returns to general secondary schooling. Introducing differential cost of curriculum and estimating social returns to schooling results in much lower returns to vocational schooling.

     

CHILDREN'S SPIRITUALITY AND “THE GOOD SHEPHERD EXPERIENCE”

This article aims to explore the connections between a religious education curriculum's methodology in the Catholic Archdiocese of Melbourne, Australia and some contemporary theories about children's spirituality. “The Good Shepherd Experience” curriculum is intended for use with 5- and 6-year-old children in the first years of formal schooling. It forms a part of the To Know, Worship and Love religious education text based curriculum, directed for use by schools in the Archdiocese of Melbourne as a key text in the religious education curricula. In exploring connections with children's spirituality, this article analyzes “The Good Shepherd Experience” in terms of wonder (mystery-sensing, contingency, and dependability), play and imagination, and the ability to use religious language and concepts.     

Progression in school science curriculum: A rational prospect or a chimera?

Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia. The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science as they progress through the years of schooling. Specializations: science curriculum, environmental education, equity in education     

现代教育技术与学校教育文化变革

课程改革的本质是教育文化的变革,学校教育文化的变革是一个艰难的过程。现代教育技术是推动学校教育文化变革的重要力量,通过现代教育技术的运用,可以推动学校教育文化变革,从而推进课程改革。     

Assessing the psychosocial environment of science classes in Catholic secondary schools

Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed important to Catholic education. Specializations: Catholic education, learning environments. Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments. Specializations: learning environments, science education, educational evaluation, curriculum.     

Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia

Governments in Australia claim that standards-based reforms to schooling will result in greater use of assessment for and as learning. This study analyses the assessment practices that evolved within the planned curricula for senior secondary schooling in the Northern Territory of Australia during standards-based reforms. Case-study methodology was used, with each of the six teachers participating forming one case. The data collected and analysed included the texts created by the six participating teachers from a range of subject areas as they planned to enact the new curriculum. Semi-structured interviews were also conducted with each of the six teachers. The findings indicate that the inclusion of subject-based performance standards in the curriculum for senior schooling did not result in teachers planning a curriculum that included assessment practices for actively engaging students in learning.     

Issues of identity and knowledge in the schooling of VET: a case study of lifelong learning

This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace.     

Suzhi,Relevance, and the New Curriculum

There have been ongoing discussions about the most recent curriculum reform in China. The new curriculum aims at a more quality-oriented (suzhi) education and producing more well-rounded citizens to meet the challenges of global competition. However, it is questioned how suzhi education is possible with entrance examination still being the sole sorting mechanism. A semester-long ethnography in a rural middle school in northwest China reveals how rural students face many challenges with the new curriculum. Based on interviews, analyses of textbooks, and observations of classroom teaching, the study examines how rural students question the relevance of their curriculum and further the meaning of formal schooling. In addition to the dichotomy between an exam-oriented and quality-oriented curriculum, students are also troubled by the dichotomy between general/academic education and relevant/practical education. The study raises concerns about the urban-centered curriculum and how the rural community's absence in the picture has led to rural students' increasing disengagement in schooling and even dropout. It also reveals how the substance of suzhi education and the new curriculum have further reduced rural students' chance to move upward socially. The article concludes by pushing for discussions on how formal schooling can better serve rural children and youth.     

‘Behind the teacher's back’: an ethnographic study of deaf people's schooling experiences in the Republic of Ireland

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland.