研究性教学理念与高校法律基础教学

研究性教学理念被愈来愈多的高校所认同和接受,研究性教学模式已正被越来越多的学校所尝试。本文笔者主要是结合自己多年的法律基础教学实践经验来探索,在高校法律基础教学中教师应当采用什么样的教学观,营造什么样的教学氛围以及采用什么样的教学方法来体现研究性教学理念。     

文化兴校 文化育人 文化天下

教育文化的勃发,根源于教育理念的升华;教育理念的使命,源自于教育文化的结晶。文章站在理性与发展的高度,对“文化兴校,文化育人,文化天下”这一主题进行了精辟独到、鞭辟入里的论述,认为文化兴校是科学发展的最高战略,文化育人是文化天下的至要,文化育人拉开了文化兴校的序幕,文化兴校战略架构起了核心价值理念,文化天下是赢得教育文化不朽的境界。     

何谓大学--西方大学概念透视

在西方大学史上，有许多关于大学的命题影响了而且仍在影响教大学的发展，如大学是学者的社团、大学是探索和传播普遍学问的场所、大学是探索和传播高深学问的机构、大学是独立思想和批判的中心、大学是社会服务站、大学是一个有机体、大学是由多种杜群组成的多元化巨型大学等。这些命题有些反映了大学的实质，有些则涵义模糊，容易引起误解，导致大学理念的混乱。     

试论大学教学中教学方法的综合优化

以科学发展观和现代教育思想为指导，论述了大学教学方法综合优化的重要意义，实现教学方法综合优化的指导思想、依据、途径和策略。     

Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands

This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region.     

人文关怀和独立精神——真正意义上的永恒的“大学之魂”

大学是充满理想的,并为实现这个理想进行着长期坚持不懈的奋斗.西方大学从古希腊亚里士多德古典人文主义的"自由教育"思想到德国威廉·冯·洪堡"自由的教学与学术研究相结合"的崭新理念到美国"融入社会、多元开放、通识教育、追求卓越"的理念创新再到联合国"持续发展,引领社会"的新大学理想,经历了一个漫长的过程.从这个漫长的过程中,我们可以很清楚地看出,大学理念在西方的发展是沿着两个基本脉络前进的:一是"注重理性"始终是西方大学教育永恒的主题,其实质是对人类社会发展的一种人文关怀;二是"象牙塔"始终是西方大学精神永恒的象征,其实质是一种为真理而献身的独立精神.这种人文关怀和独立精神,就是真正意义上的永恒的"大学之魂".     

Biography and social structure in the socialization of student teachers: a re‐examination of the pupil control ideologies of student teachers

This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspectives is offered as a potentially heuristic tool for overcoming these limitations.     

大学与课程

大学改革必然触及课程改革 ,未触及课程改革的大学改革未必是有效的改革。优秀的大学管理人员必定会对课程有更多的关注 ,未关注到课程的教学管理人员是还未走上正路的管理人员。优秀的大学校长必有优秀的教育理念 ,优秀的教育理念中必含有先进的课程理念。大学课程的地位将随着大学地位的上升而持续上升     

预期社会化对大学新生角色转变的作用及其实现途径

社会学所讲的社会化是一个人内化社会价值标准、学习角色技能、适应社会生活的过程。因为大学新生需要完成由学习主导的高中生角色向具有高度自我管理自由的大学生角色转变。文章从预期社会化的角度来看大学新生的角色转变,其中可能存在着诸多的误区,通过对照这些误区的社会学分析,回归到大学新生的社会化过程中,力图避免种种误区和困惑,在此基础上,将与其社会化置于大学新生的价值现实化,正面探讨了如何促进大学新生按照预期社会化的目标自我发展的途径。     

再论冯友兰的大学理念：“为学术而学术”“教授治校”与“学术自由”

冯友兰先生的一生大约有70多年的时间都是在大学度过的,可以说大学几乎成了冯先生整个人生的舞台,他在那里学习、工作、生活,上演了一出出丰富多彩的人生活剧。具有世界眼光的冯先生对于大学的理解可谓是独到而高远,他所提出的＂为学术而学术＂＂教授治校＂与＂学术自由＂等大学理念,不仅继承和发展了蔡元培先生的大学教育思想,而且对于当今中国大学的建设和发展具有十分重要的借鉴价值和启迪意义。     

On Higher Education in China and Canada from the Perspective of Humanity-Orientation

With the rapid development of the social economy, the ideologies, ways of thinking, psychological qualities, and values of contemporary university students have changed significantly. This poses new challenges for traditional teaching administration. Importance has been attached to the humanity issue in university teaching, which attracts wide attention both at home and abroad. This paper, based on the construction of humanity in university teaching, illustrates the essence and necessities of humanity and probes into the inevitable trend of humanity. Based on this, a vital comparison is made regarding humanity in higher education in Canada and China. An analysis concerning insufficiency of humanity in Chinese university teaching is conducted on the basis of hardware and software facilities in universities. In the meantime, reasons for the differences between Chinese and Canadian higher education are explored, thus pointing out the necessity to build a humanity-oriented university system.     

Institutions of Higher Education and the Nationalist State

Significant changes in state economic priorities are likely to have a formative and fateful effect on institutions of higher education. Yet economic accounts cannot themselves explain changes in the economic priorities of nationalist states, in part because of the ideological character of such states. The nationalist state's influence on institutions of higher education is often indirect, involving the interactions of social and political actors who are themselves influenced by prevailing social ideologies. Social ideologies contribute to shifts in state economic priorities, and these changes can indirectly but significantly influence the trajectory of institutions of higher education. A longitudinal case study of a Canadian distanceeducation university demonstrates the means by which nationalist sentiment encouraged a shift in state economic priorities, which in turn created a welcoming social climate for a new university's consumerist model of education.     

The internationalised university as discourse: institutional self‐presentations,rhetoric and benchmarking in a global market

In the last half century higher education has had to respond to a rapidly accentuated process of globalisation. Consequently, universities worldwide are more concerned with internationalisation than before. Stier identifies three intrinsic internationalisation ideologies (idealism, instrumentalism and educationalism) in higher education. Drawing from these ideologies and using discourse analysis, written documentation on internationalisation from 31 universities in 12 countries has been analysed to explore the self‐presentations that universities project of themselves in discursive space. Focal questions were: (1) what types of rhetorical devices are used in university’s self‐presentations and (2) what are the ideological consequences of this use? Five idealtypical self‐presentations were discussed. One conclusion drawn is that universities must harmonize politically controversial dichotomies, which produces consensus narratives. Yet there are potential tensions between these dichotomies. On the language level these tensions are resolved by harmonising different ideals.     

大学智力资源效能:评价与管理

大学智力资源效能是从智力活动效能方面对人力资源的一种特殊规定。对大学智力资源效能的评价,可以确立两个方面的指标,即现实性指标和潜在性指标。对大学智力资源效能进行管理,一是要确定合理的岗位结构、运行规划和工作量,二是要提高大学教师和管理人员的效能意识,三是要创造有益于效能提升的环境,四是要制定合理可行的智力资源效能管理方案,提高智力资源效能管理能力。     

接受理论视野中高校思想政治教育实效性研究

社会转型给人们带来了多元化思想意识形态,特别是改革开放三十多年,西方推行的"和平演变与"和西方意识形态的渗入,传统单一的马克思主义意识形态受到严重的冲击。主要表现在思想政治教育中受教育者主体性价值认同存在争议;部分受教育者对思想政治教育价值认识存在一定排挤、逆反、机械等一系列接受障碍问题。新形势下,要借鉴接受理论的有益经验,充分满足受教育者的需要;教育的内容要符合受教育者的心理认知结构;要强化教育者和受教育者之间的互动,加强思想政治教育的实效性。     

哲学课应重视马克思主义价值教学

如何激发大学生对哲学原理课的兴趣,搞好“两课”教学,本文强调哲学课应十分重视马克思主义价值教学,并系统地分析了马克思主义哲学的精神,功能及其工具价值和内在价值的关系,这有助于加强大学生思想政治教育,树立科学的世界观,人生观和价值观,纠正不良价值倾向,提高理论思想水平,从而激发大学生对马克思主义理论的求知欲。     

大学生社会主义核心价值观培养方式创新研究

当前我国正处于改革开放和社会转型的关键期,各种价值观念及文化意识形态相互碰撞,给高校大学生核心价值观教育带来极大挑战。传统教育模式由于其单一僵化的特点,已不能适应大学生的思想变化。价值澄清理论、人文关怀模式等思维路数成为了创新价值观教育研究的有效路径。     

Education as Service: The Understanding of University Experience Through the Service Logic

With the marketization of UK higher education, this paper develops a framework from services marketing that can assist universities in understanding what market orientation means and how students would value their offerings. Our study shows that the core service in a university experience is a learning experience that is cocreated and that the value is emergent, unstructured, interactive, uncertain, with a hedonic dimension. Our paper modifies the gap model of service quality to show that an ideological gap exists that may also impede the quality of the university experience. We propose that a one-sided expectation by students leads to student consumerism and disengagement. Paradoxically, we show that a true student-orientated marketing puts the university ideology at the center of marketing efforts and that marketing may well be an effective tool to communicate such ideologies.     

追求大学教育的本然价值——复旦大学通识教育的探索与实践

通识教育是大学应对时代和社会变迁的一种反应.时代和社会在变,通识教育的理念也要随时而变、因地而变.人文精神缺失、创新动力不足、素质结构失调,是在当前大学教育面临的三个严峻挑战,以尊重和满足人的本质需要、促进人的全面发展为出发点的通识教育,正是大学维护教育本质和大学使命的一种努力.通识教育并没有固定的模式,每个大学都应该发挥自己的主动性.推行通识教育需要一个全面的策略,需要遵循教育规律和自身的实际条件,精心设计教与学的关系及其调整办法.     

Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland

The year 1989 marked the official end of communist rule in Poland and the replacement of ‘Gosplan’ by new instruments for liberal-democratic governance. In terms of the economy this heralded a departure from Gosplan’s five-year planning cycles, performance targets and the ‘propaganda of success’. Paradoxically, however, 27 years later, the marketisation of higher education in Poland has been accompanied by a continuation of Gosplan thinking. This is manifested in a neoliberal vision of the modern, ‘corporate’ university as a largely utilitarian enterprise, but subject to a style of performance management strongly resonant of the Soviet era. This article analyses the thinking, ideas and ideologies that have shaped contemporary higher education in Poland. It is contended that the rise of the ‘corporate university’ signals the twilight of the Humboldtian tradition and raises questions about what the corporate ideal of ‘excellence’ may mean for the future of the university.