英国中文教学的多元化发展趋势

随着中国经济的不断发展,学习中文的人数近几年有显著增长。本文通过对英国中文教学现状的介绍与分析,揭示中文教学的多元化发展趋势。具体体现在教学主体由大学向中小学转移,教学场所由学校向社会延伸,教学内容由普通语言课程向专门用途语言课程扩展,课堂教学与课外教学并存等,以上这些变化在教学资源、师资建设、考试研发、基础研究等方面对中文教学提出了新的挑战。     

英国的职业教育

笔者对英国职业教育进行了考察。本文介绍了英国职教改革的背景、现行的英国国家职业资格体系(NVOs)及其特点和“以学生为中心”的教学理念及在英国职教中的做法。     

Auto-Instructional Methods in Great Britain

Great Britain has a very active Association for Programmed Learning, started in 1962. It arranges courses in programming, publishes research and other P.I. information, and organizes conferences. At the latest annual general meeting (March 31, 1967) Professor E. A. Peel (The University of Birmingham) was re-elected as President, and Dr. C. K. Rouse (Goldsmith's College) as Chairman. Among those labelled ‘Vice-Presidents’ (no less than a dozen individuals hold this glittering title) or ‘Council members’ are many persons well known internationally through their publications within the P.I. field, among others: Dr. J. Annett, Professor K. Austwick, Dr. J. Hartley, J. F. Leedham, G. O. M. Leith, Derek Rowntree and D. J. Unwin. Dr. J. Hartley serves as a Foreign Liaison Officer and would therefore be a natural contact for individuals from other countries. The association will extend its name to be somewhat more inclusive: ‘Association for Programmed Learning and Educational Technology’.     

The Politics of Innovation in Great Britain: The Open University

A "model for a new kind of higher education," a "post-bourgeois… mode of intellectual production," the "seeds of radical change," or, more prosaically, a "political gimmick"? The Open University established in 1969 by the Labour government seems to break away from so many traditions in British higher education that no one should be surprised by the extreme nature of the judgments expressed for or against it. After all, how could a university without a campus, without entrance qualifications, without formal classes, and with virtually no face-to-face contact between students and faculty be called a university?… For a great number of observers, the creation of such an institution within the framework of a highly elitist and meritocratic educational system and in a country where there is no firmly implanted "working your way through college" ethos, was truly an epoch-making event. The purpose of this paper, a case study relying on an institution/problem-oriented approach, is to use the establishment of the Open University in Britain to document and evaluate innovations in higher education arrived at through political decisions. Particular attention will be devoted to what the rationale behind the innovation was, who the initiators were, and what groups or factors resisted the innovation. This essay will therefore briefly describe the major characteristics of this venture in postsecondary education and then focus on the politics of the establishment and subsequent development of the Open University.     

维多利亚时代的英国义务教育思想

维多利亚时代的英国教育处于一个深度变革的历史时期,普及义务教育问题是这一时期英国教育领域的一个中心议题,边沁传统为这一时期英国义务教育教育思想的发展奠定了基础。保守主义教育哲学、自由主义教育哲学与科学教育哲学一起构成了这一时期英国义务教育思想的智慧传统。处于传统与现代性之间的英国义务教育思想具有一些不同于其他时期的独特个性。     

英国的大学改革与科学复兴

英国在17世纪成为世界科学活动中心。然而，18世纪以后，英国失去了世界科学活动中心的地位，这一地位先后被法国、德国和美国所取代。从19世纪下半叶开始到20世纪初，英国开展了一场旨在改变古典教育传统，加强科技教育的大学改革运动，大学教育的面貌焕然一新。20世纪以后，古老的英国重振雄风，坐上了世界科学巅峰的第二把交椅。     

民国初年英法在云南的地缘政治存在

法国的“环北部湾”战略布局和英国的“两江一洋”战略布局中,云南都是不可或缺的一环,因其正处在两个战略圈的结合部。民国初年,云南地方的地缘政治基本延续着晚清的格局,英、法、云南地方政府构成三个主要参与方,英国在滇西,法国在滇中、滇东南依旧拥有一定的影响力。云南的地缘政治格局正是基于这一点展开。