"冷处理"的"热效应"

晚上,我处理完一天的工作,看看手机,已是11点了。窗外月光像水银一般泻在地上,凉爽的微风拂进窗户,惬意极了,这不由地勾     

"启发式"教学的"中外"与"古今"

启发式教学源自孔子和苏格拉底,并且现代教学论亦将其视为一种教学指导思想或原则。然而,启发式教学的“古今”与“中外”之间,存在着非常大的分野。这种分野的实质其实是哲学教育、道德教育和科学教育之不同取向所致。当今要恢复古典时期的启发式教学,就必须抛弃工具主义理性。把启发式教学中所不可或缺的对话视作师生的生活方式。     

谈谈"公开课"的"公众形象"

公开课是一种常见的教学研讨形式,为保持它的生命力,公开课应该呈现崭新的"公众形象"求真务实,目标明确,富有新意和活力,立足师生发展,还要淡化评优,注重研讨.     

"有夏"的"有"

"有"的用法很多,其中有一个用法很特殊,即用在朝代、诸侯国、少数民族及一些姓氏名词前,如有周、有狄、有熊氏。有人认为它是词头,有人认为当训为"国",甚至有人认为是动词。如果从其语音、语义及相关的文献资料加以探讨,其用法会有更明确的说法。     

日本殖民者的"皇民化"与"台独"的"去中国化"

1985年中日甲午战争中国战败之后,清朝政府同日本国签订<马关条约>,台湾从此沦为日本殖民地长达50年之久.期间,日本殖民当局在台湾推行"皇民化运动"和"同化"政策,妄图割断台湾人民同中国大陆的历史文化联系,将台湾人民同化为日本的"忠良臣民",将台湾变成他们永久的殖民地.然而60年的今天,李登辉和陈水扁当局步日本殖民者的后尘,大搞"台独"的"去中国化"活动,以实现他们搞"两国论"的迷梦.历史将证明,这条路是走不通的,是注定要失败的.     

"早慧"的女儿没"早衰"

非常教育:从"笨小孩"到12岁的早慧大学生! 1986年11月15日,舒扬阳出生在湖南省南县.父亲舒德初是南县六中的英语教师,母亲叶翠娥是乡广播站的播音员.扬阳还是个婴儿时,就表现出非同一般的聪颖:出生后6个月就会喊爸爸、妈妈;8个月时就能辨认不同身份的人,左一个爷爷奶奶、右一个叔叔阿姨的,分辨得清清楚楚.孩子的早慧引起了父亲舒德初的高度重视.     

高校专业"年龄"的"不三不四"

本科专业：“不四”,大龄乎？ A：医学类——会有天使替我爱你 医学类专业对于考生来说,既要求扎实的基础理论,又要求很好的专业技能,达到理论与实践的有机统一。因此,医学类专业的学生平时要在课本知识花工夫之外,还要到医院实习,所以在时间上也相对较长。这类专业中,学制较长的集中在临床医学、口腔医学、中医学、针灸推拿学等专业上。     

阅读教学的"减"与"加"

新课程实施以来,小语阅读教学注重人文性出现了过头的现象。于是,大部分老师都感觉到阅读教学需要回归本真,要减少人文性,加强工具性。反思我们的阅读教学,笔者认为,阅读教学不能单谈回归、简化、增加……应加减统筹,全盘考虑。     

阅读的"简"与"繁"

前几年,某杂志曾刊登一位学生来信,说高考语文我赢了,我不会去感谢我的语文老师,我要感谢的是《平凡的世界》《读者》《收获》等优秀图书和杂志。并认为,按老师的方法去     

从"自由"和"实践"的内涵看"主体性"的规定

自由是对客观必然性的认识以及对必然性的利用,是主客观统一的过程;而实践也是同样包含着主客观统一的主客体的统一,即人们利用、改造客观必然性的活动:主体性也是在对客观必然性的认识、克服、改造中得以确立起来.自由、实践、主体性三者为同一概念的不同表述形态,各有侧重.马克思主义哲学的主体性是从自由和实践引发开来的,作为自由和实践的主体在对客观对象的认识、作用和改造中达到的与客体世界的统一.     

School Culture,School Effectiveness and School Improvement

The relevance of the concept of culture to school effectiveness and school improvement is explored. Two typologies are developed. The first proposes four ‘ideal type’ school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two ‘ideal type’ school cultures, based on five underlying structures. Each is discussed for its heuristic, conceptual, methodological and explanatory potential in research in the fields of school effectiveness and school improvement. In distinguishing collegial cultures from collaborative styles, the article advances recent writing on collaboration. From the theory hypotheses about the relationship between school culture and school effectiveness and improvement can be derived as well as techniques to test such hypotheses.     

School Effectiveness and School Attendance

ABSTRACT

Given that the British Government is proposing to require all schools to provide the Secretary of State with details of, amongst other things, their respective truancy rates, this article sets out to demonstrate that attendance figures, as well as examination results, should be modified before publication. It reports on a study involving 5,429 pupils in their final year of primary education attending 138 junior/primary schools in a single authority in Wales and utilises child, home and school data.     

从管理学校走向经营学校

学校在市场经济条件下出现了经营行为，但由于目前缺乏科学理论指导，这不仅让学校管理者感到困惑，同时也时理论研究提出了挑战。研究学校经营问题，重新构建学校管理理论，引导学校从传统的行政管理向适应市场经济发展的学校经营转变，是当今教育管理学发展研究的当务之急。本文主要就学校经营概念的界定，学校经营的可行性、现状以及前提条件和运作模式等问题提出了思路和建议。     

学校效能研究与学校重建

追求学校教育质量与效能是当今世界各国基础教育改革的核心要旨.学校效能研究从揭示学校对学生的成就影响开始,其间经历有效学校运动到学校改进运动,其目的是改进学校,使学校成为有效能的学校.学校效能研究在40年的发展过程中在方法论上不断革新,试图揭示学校效能的因素,在实践层面为政府以及学校重建提供理论指引;同时学校效能研究面临着政治化、专门化和技术化问题,问题的解决有待于研究的进一步深化.     

关于学校文化建设与学校发展的问题

学校文化是学生一生发展的文化摇篮,优秀学校文化所给予的人格教育可以为学生一生的发展指明方向.学校文化建设决定着学校发展,决定着学校教育教学的创造力、凝聚力和竞争力.以先进文化推动学校发展应确立先进文化的建设方向、把文化建设融入学校发展战略并着力打造先进的文化风尚.     

School Climate,School Improvement and Site-based Management

This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles and school-level process associated with the establishment of site-based management in the three State education systems. The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative can provide evaluative data about the extent of change within the school. This revised version was published online in July 2006 with corrections to the Cover Date.     

School leadership

Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.     

School Councils' Influence on School and Classroom Practice

School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils.

Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff.     

校史研究与学校发展

校史研究在学校发展中发挥了重要的作用,体现在制度建设、学科建设、资源建设、文化建设等多个方面。包括推动学校发展研究,丰富课程资源,促进特色非正式出版文献建设,搭建开放合作平台,促进培育校园文化,为大学文化建设提供更好的更全面的服务。