教育研究呼唤学术批评

在教育研究中进行学术批评,指研究者遵循一定学术规范,对教育研究中的学术思想、学术观点和研究方法进行的学术意义上的批评。真正意义上的学术批评,要求批评者必须要有教育专业方面的学术修养,以及多年教育实践的经验;批评的对象必须是教育研究中的学术问题;批评的方法是有理有据,摆事实,讲道理;批评的依据是教育的学术研究在不同的历史时期的具体规范;批评的主体之间是平等的,批评态度是民主的、科学的。学术批评是教育研究活动中的一个重要环节,没有学术批评则无真正的教育研究可言;学术批评不繁荣,教育研究也不会繁荣起来…     

乡土乌托邦的破毁与重建——读解《边城》

对现实的深刻焦虑和对理想人性的追寻并存于沈从文的小说《边城》中.焦虑使他不能不将作品的故事处理为悲剧的结局,将这座人性的小庙破毁;而追寻则使他竭力将“边城”理想化,使其成为具有中国乡土特色的伦理乌托邦.     

教育中的科学史与科学史中的教育

关于科学史在科学教育中的功能问题，一些案例说明，长期以来，实际上是教育目的规定着科学史的教育作用，将这种现象可称为教育中的科学史。而随着科学史研究的发展和科学史建制的形成，现在以科学史本身为本来认识科学史的教育作用，相应的，这可被称为科学史中的教育。在科学史的研究和传播过程中，从教育中的科学史向科学史中的教育转变，能够避免对科学史的辉格式解释和对科学历史的歪曲，也有利于真正认识科学史学科的教育功能。     

Secondary Education: Institutional,Cultural and Social History

Throughout the nineteenth century, determining the best ways of improving popular education was seen by contemporaries as crucial to the future of national societies. From the beginning of the French Revolution, the issue of educational reform played a central role in the debate on public services and on the way in which the state could serve the general interest without abusing its powers. Thus, it offers historians an opportunity to shed light, by comparative means, on the relationship between law and habit, government decision and social demand, popular claims and the interests of the ruling classes. This article successively focuses on three problems arising from the original function played by this issue throughout the nineteenth century. First, attention is drawn to its links with new conceptions of the role played by the state, which monitors education, acts on the educational system and controls the use of the freedom that is a necessary condition of progress, in this field as in others. The commonplace view is that the state thought it preferable for the masses to be inculcated with moral standards rather than knowledge, as morality was seen as a better safeguard against the threat of revolution; however, this view requires critical examination. Eventually, as the ‘imperial societies’ gained in vigour and influence, the Nation was increasingly regarded as a sacred ideal, and the state, which, in theory at least, remained liberal, emerged as a more and more watchful organizer of teaching. From a comparative point of view, the debate in France aimed at little more than a compromise between authority and liberty, owing to the intransigence of the Catholic Church. The state seemed to fear that sharing its authority would weaken its legitimacy, diminish its capacity to maintain law and order, and, after 1870, limit its ability to defend the freedom of conscience. Conversely, in the United Kingdom, religious passions led political authorities to leave educational reform in the hands of private citizens and philanthropic institutions. The same comparative approach highlights the importance of two periods that appear as turning points: the 1830s and the 1870s. During the former decade, many countries, ranging from the United Kingdom to Greece, either created special government offices in charge of monitoring education or passed new legislation that provided a framework for government intervention. In the course of the latter decade, as Prussia's wealth made a deep impression, these and other governments launched reforms based on the Prussian model and sought to generalize school attendance. In the end, however, the autonomy and power of administrative authorities increased less than the share of the state budget devoted to education. It is legitimate to wonder whether these reforms reinforced the state's ascendancy over the individual mind and whether they can account for the passive acceptance by many citizens of various brands of propaganda in the course of the twentieth century. However, this article suggests that historians should not exaggerate the power of the school. Like that of other institutions, its action neither automatically nor comprehensively mirrors the legislator's intentions. Whereas laws and official regulations reflect a unified conception, variations in local dispositions account for a far greater degree of political and cultural diversity. Studying the history of education in nineteenth‐century Europe not only leads one to appreciate the distance between government intention and the manifold modes of popular resistance, but reveals the very diverse means by which the population at large was able to adapt official programmes to contradictory interests and aspirations.     

生命化的历史与历史教育

历史乃是活生生的生命存在的历史。不是历史需要我们,而是我们需要历史。历史也需要我们去延续,延续历史的根本意义还是在于当下和未来。我们应该改变物化的历史观,拉近历史与当下生命的联系。历史教育必须超越知识的教育,而成为提升个人主体性,提升生命中的历史意识与历史情怀的教育。正是生命化的历史与历史教育,使我们在大地上“诗意的栖居”成为可能。     

Negotiating Historical Narratives: An Epistemology of History for History Education

Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique of White by David Carr. The picture of historical inquiry that emerges is one in which the fundamental cognitive activity is one of negotiating among narratives. Students, like historians, like any of us, come to the work of historical inquiry in possession of prior narratives, which are then thrown into an encounter with other narratives of varying size and scope. Good historians enact the negotiation among narratives responsibly and well, demonstrating the virtues of historical interpretation. History education, therefore, ought to help students improve their historical interpretations at the same time as it fosters those qualities that make them good interpreters.     

Postmodernism and its Challenge to the Discipline of History: Implications for History Education

There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an emphasis on its epistemological underpinnings. Implications of postmodernism for the teaching and learning of history are discussed.     

民族高等教育特色发展:历程、反思与前瞻

新中国成立以来,民族高等教育先后经历求同、完全否定、求同存异、求异求同、求异存同5个时期,并逐渐走上了特色发展之路。民族高等教育特色发展存在系列障碍:受到一定社会历史环境的制约和影响;囿于传统文化教育模式而过于封闭;水平与层次相对较低等。为此,在未来特色发展的空间拓展上,民族高等教育实践主体需仔细斟酌民族高等教育特色发展的阶段性、层次性、开放性和整体性。     

New Avenues for History in Mathematics Education: Mathematical Competencies and Anchoring

The paper addresses the apparent lack of impact of ‘history in mathematics education’ in mathematics education research in general, and proposes new avenues for research. We identify two general scenarios of integrating history in mathematics education that each gives rise to different problems. The first scenario occurs when history is used as a ‘tool’ for the learning and teaching of mathematics, the second when history of mathematics as a ‘goal’ is pursued as an integral part of mathematics education. We introduce a multiple-perspective approach to history, and suggest that research on history in mathematics education follows one of two different avenues in dealing with these scenarios. The first is to focus on students’ development of mathematical competencies when history is used a tool for the learning of curriculum-dictated mathematical in-issues. A framework for this is described. Secondly, when using history as a goal it is argued that an anchoring of the meta-issues in the related in-issues is essential, and a framework for this is given. Both frameworks are illustrated through empirical examples.     

职业教育本质:历史、事实与价值

职业教育的本质内在蕴含着职业教育学的逻辑起点,又是贯穿职业教育学逻辑体系的一根主线。自20世纪上半叶以来,人们对职业教育本质有着诸多的观点,但在认识过程中不免也存在诸多误区。通过对职业教育本质研究的历史梳理,从事物本质的判定标准等角度进行反思,认为技艺授受应当是职业教育的本质所在。     

学前教育评价的历史发展轨迹及其未来发展趋势

学前教育评价作为考量并提升学前教育质量的主要方式,越来越受到人们的关注和重视。学前教育评价起始于以测验为主的教育测量,历经描述性评价、判断性评价及建构性评价,在新时期呈现出融合、多样化的发展趋势。探究与分析学前教育评价的历史发展轨迹及其未来发展趋势,能为我们更有效地开展学前教育评价提供有意义的借鉴。     

西北民族高等教育政策:历史回顾·成就·发展

党和国家的民族教育方针和政策是西北民族高等教育发展的保障,西北民族高等教育发展所取得的辉煌成就正是政策实施和引导的结果.研究西北民族高等教育发展的过程及规律,在政策方面不断创新,对于加快今后西北民族高等教育事业的发展具有重要意义.     

美国私立盈利性高等教育的崛起

近年来,美国盈利性高等教育机构迅速崛起,考察其发端、发展的过程,有助于我们更好地理解今天的盈利性教育机构.     

平民教育的流变和当代发展

在五四新文化运动中发轫的平民教育,在理论层面上与大众教育、普及教育、公民教育等同构;在操作层面上,主要面向农村、难民、贫民等弱势群体;在教育理论上,凭借的主要是进步主义教育资源,如陶行知的生活教育理论.1949年之后,在实现工业化和移植苏联模式的社会变迁中,毛泽东发起的教育革命对城市化取向的批评、对工农及其子弟教育权益的关注,仍隐含了这一价值.当代平民教育、"穷人教育学"实践,重新强调面向大多数人的价值,重视面向农村、农民工及其子女等弱势群体的教育,倡导"平民化的教育",坚持教育平等、教育民主的价值.     

媒介素养教育:课程、历史和文明的视角

媒介素养教育在国外已有80多年的历史,目前世界上越来越多国家已将其纳入正规教育.本文指出"媒介素养"与"信息素养"概念不同,并从历史、课程、文明的视角分析了开设媒介素养教育的意义.     

美国高等教育认证制度:历史发展、系统结构及启示

美国高等教育认证制度是在美国社会和高等教育发展中自然成长起来的,并不断地将高等教育内外的合理成分吸收进来,随时进行着相应的调整.三种类型的认证机构所开展的六种基本的认证活动指向两个核心目标:关于学校的机构目标和关于公众的公共目标.美国高等教育认证制度经过百余年的发展,逐步形成了自律性、自治性、未来导向性、多样性与统一性共存、与美国文化精神的一体性等特点.它为中国高等教育质量保障制度建设提供了有益的启示:制度建设应深深地扎根于自己的母体文化和历史土壤中;始终恪守自己的核心功能与价值;区分学术权力与政治权力的行使空间;把握制度变革的均衡性;注意国际经验吸收的适宜性.