盲童家庭教育的调查与对策

对盲童来说,良好的家庭教育是其健康成长的重要环节,家长同学校教师共同担负着教育康复的重任。本文举征和分析了盲童学生和健全学生家庭状况的差异及因此造成的不良倾向,提出了在努力提高学校教育质量的同时,积极促进家长形成和树立正确的教育盲童的观念,掌握正确教育方法     

教育中的新制度主义

制度理论一直将教育领域作为一个重要的研究对象。近十几年来,在教育领域出现了三个显著的变化,它们分别是教育服务提供从单一走向多元、教育系统结构从松散变为紧密以及教育制度重要性的增加。这些教育制度变化的新对于以往制度理论的基本命题提出了挑战,要求重新审视一些制度关系,如同形性与多样性、合法性与效率、松散性与紧密性、制度约束与制度创新、政府与市场等。这预示着对于教育领域进行制度研究的广阔前景。     

元代的哈剌和林教育

元代的哈剌和林（Qara—Qorum）故址在今天的蒙古人民共和国后杭爱省（ayimaq）额尔德尼召北。从1220年到1259年,哈剌和林作为大蒙古国的都城,云集了东西方的各色人种,境况盛极一时。1260年以后,随着忽必烈政治中心的转移,这座草原城市逐步降格为和林宣慰司都元帅府、和林宣慰司、和林等处都元帅府、和林等处行中书省、和林总管府、和林路和林行省治所,后来又成为岭北行省治所。整个蒙元时期,哈剌和林的教育呈现出强劲的发展态势,形成了漠北地区的一个文化亮点。笔者依据各类史料,就哈剌和林教育的渊源、脉络、走势及其特色进行了深入探讨,认为草原深处的教育达到了相当高的层次,对草原文化的发展发挥了巨大的作用。     

THE RE-EMERGENCE OF CHARACTER EDUCATION IN BRITISH EDUCATION POLICY

ABSTRACT:  Character education is a specific approach to morals or values education, which is consistently linked with citizenship education. But how is it possible for a heterogeneous society that disagrees about basic values to reach a consensus on what constitutes character education? This article explores how character education has returned to the agenda of British education policy, having been largely neglected since the 1960s in response to unsatisfactory attempts at character education going back to the nineteenth century. Between 1979 and 1997 Conservative governments attempted to reverse a perceived decline in moral standards, established State control of the schools curriculum, imposed on State schools the duty to provide for moral and other development, and established a National Forum which attempted to articulate a set of consensus values in education. Labour has extended these developments in the curriculum, introduced compulsory citizenship education, and its White Paper of September 2001 speaks of 'education with character'. The character and virtues Labour seeks to promote through schools are pragmatic and instrumental in intention, linked to raising pupil school performance, meeting the needs of the new economy, and promoting democratic participation. Otherwise the vision is pluralistic and evades explicit directives, and there is no explanation or analysis of its theoretical basis.
  The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society –'incompletely theorized agreements on particular cases' allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion.     

不确定性视野下的教育与教育研究

世界的发展和关于世界的知识充满了不确定性。在不确定性视野下,需要对长期追求的普遍性知识和客观规律重新认识,对科学理论的解释和预测功能持审慎态度。对知识的生产和传播方式从方法论上进行反思。无论是宏观层次还是微观层次的教育,都有自身的确定性和不确定性。不确定性视野下的教育研究,坚持主体建构式认识论,关注探索教育实践中具体的因果联系。     

大学通识教育与文化素质教育

本文叙述通识教育在中国实施的过程,指出它是中国高等教育为摆脱计划经济时代过分专业化教育的束缚、面向社会、适应经济体制转轨而推行的一种改革。1995年起在全国开展的文化素质教育推动了这一改革进程,而国外的博雅教育和港台地区的通识教育促进了通识教育在大陆的实施。作者认为大学通识教育的基本功能在于帮助学生树立做人和做事的正确态度与能力,实施通识教育的主渠道是开设通识课程。作者阐述了开设通识课程的原则、要求、做法以及教师的条件,叙述了通识教育与文化素质教育的关系。