晚清德式军事学堂的兴办及其教育特色

在晚清“自强”“求富”洋务改革的大潮下,清政府以德为师,掀起了较大规模的军事变革运动。这场持续许久的师德军事教育,使德式军事学堂成为最具德国教育特色、直接体现德国军事训练理念及其模式的教育场所。德国教官的大量聘用,德国军校课程的沿用与开办,德国原版军事教材的译介与推广,德军先进训练方式的引入,构筑了近代中国军事教育近代化进程中浓重的德国特色与风尚。     

论高师音乐教育歌唱表演的教学

目前，高师音乐专业在歌唱技巧的教学上已较规范、科学和系统，但在歌唱表演教学上还是个薄弱环节。为使学生全面掌握完整的歌唱艺术，不断提高演唱水准，教师需注意指导学生分析和研究演唱作品，加强歌唱表演中内心情感的依托、面部表情的表现、形体动作的配合等方面的教学与研究，提高学生的艺术修养，使学生歌唱表演艺术造诣不断升华。     

民歌在基础音乐教育中的重要性

民歌是了解一个国家历史、文化、生活、风俗的途径;民歌还表达着两种情感:痛苦和快乐。简练、纯朴、富有生活情趣的民间歌曲是引导儿童进入音乐世界的最好材料,是培养儿童热爱音乐、继承民族传统的必由之路。把民歌运用到学校音乐教育中,是科达依音乐教育体系重要的特点,也是我国中小学基础音乐教育发展的可借鉴之路。只有坚持不懈地去收集分析民歌并分类,把民歌有选择地科学地有系统地编写运用到各个不同年龄段的学校音乐教材中,中国的国民音乐教育才会不断发展提高。     

德国高校音乐课程设置理念变迁及启示——以德国希尔德斯海姆大学音乐课程分析为个案

21世纪多元文化音乐教育浪潮席卷全球,深处浪潮中的德国音乐教育界做出积极回应。德国高校音乐课程建设思路、教学资源的配置,希尔德斯海姆大学音乐教育理念的转向、音乐课程设置等,对我国高校音乐系学科与课程建设有着重要启迪。     

近代学校音乐教育的确立与实践——以四川为例

随着整个中国现代化的开始,西式的音乐、体育、美术传入中国并逐渐发展壮大,渐成教育界的主流。然而在三者传入的过程中其被接受程度大不相同。西式体育、美术因其实用性大受赞赏,很快进入官方教育体系,而西式音乐则被冷落了很长一段时间,直到其与美育、与培养新国民联系在一起才受到重视,这体现出了明显的功利性。除上海、北京等个别风气开放之处外,地处内陆的四川省颇能代表音乐教育在当时中国的大多数地方的发展状况。     

试论中丹合作办学中的教学管理

中外合作办学作为高等教育国际化的形式,对于引进国外优质教育资源,吸收国外高校先进的教育理念与一流的办学经验,促进高校在人才培养模式、教学改革等方面具有积极作用。本文以常州工学院与丹麦VIA大学学院合作举办学前教育专业本科教育项目为例,阐述了教学管理在对外合作办学中的作用、教学管理的原则与教学管理的优化策略。     

Migrant schools in the Thailand-Burma borderland: from the informal to the formal

This article examines migrant schools in the Thailand-Burma borderland. Substantial existence of migrant schools enables migrant children to have their own education even in the absence of proper legal status. The growth of migrant schools marked the building up of a migrant education institution in cooperation with international partners, showing progress in the constitution of migrant lives. Since the mid-2000s, the Thai government has engaged in migrant schools in an attempt to regularize them as learning centres under its guidance. This article argues that it should not necessarily be interpreted as a victory of the state over the migrants and migrant schools. Rather, it shows the impressive growth of the migrant education institution, bringing the state into play and has achieved recognition from the state as a legitimate formal institution.     

The philosophies,contents and pedagogies of environmental education programs in 10 Israeli elementary schools

In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school’s activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs. It also shows much didactic teaching of content, a strong focus on behavioral outcomes, especially with respect to reducing resource consumption and to increasing the levels of recycling, as well as some degree of working with the community. The unclear status of environmental education in Israel, in terms of its structure within the education system, prevents it from having sufficient resources for teacher education and curriculum development. It is suggested that this lack of clarity is the main cause of the ambiguity and for the use of the traditional pedagogies we found in our analysis.     

浅谈高师音乐教育专业如何适应中小学音乐教育的需求

高等师范音乐教育是培养中小学音乐教师的主要阵地,但当今高等师范音乐教育普遍存在与中小学音乐教育相脱离的情况,可以看出当前高师音乐教育已不能适应新的教育形势的发展,同时全国中小学音乐新课程改革也给高师音乐教育带来了一系列的新问题、新要求。本文对高师音乐教育在办学宗旨、理念方面存在的问题进行分析,并对高师音乐教育如何更好地适应中小学音乐教育的需求提出一些相应建议。     

Responding to students' needs in special schools in Ireland and England: findings from two schools

As more students with special educational needs attend mainstream schools, it is critical that the role and operation of special schools be examined. This article reports on two case studies, one special school in England and one in Ireland, which formed part of a national review of the role of special schools and special classes in Ireland. Two students, in each case study school, were shadowed and observed during two‐day visits by the research team. These students, and everyone belonging to them, were interviewed and relevant documents were analysed. Findings are discussed in terms of responding to students' needs through: organization of teaching and learning, curriculum, leadership, specialist staff, collaboration and links outside the special school. The implications are considered with reference to research, policy and practice and the authors conclude that the evidence provides support for maintaining the special school as an integral part of the continuum of educational provision for students with special educational needs.     

德国职业教育应对工业4.0的改革举措及启示

“工业4.0”的浪潮在给德国经济发展带来无限机遇的同时,也给德国职业教育带来了前所未有的挑战。德国提出了职业教育4.0计划,开启了职业教育的系统变革:围绕劳动者数字能力培养,调整职业教育培训内容;建设数字化教育设施,实现传统教育模式数字化改造;分类指导学生职业生涯规划,构建终身职业教育体系。工业4.0时代,我国职业教育改革也应立足于行业发展和人才需求,实施面向工业4.0的数字化人才培养创新项目,加快提升职业教育信息化水平和教师信息素养,构建终身职业教育体系和普职等值性资格体系。     

‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

ABSTRACT

This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty.     

《采薇》《出车》《六月》的情感基调分析

《采薇》、《出车》和《六月》都是参战者在战胜犭严狁之后对战争的回忆之作,但是它们却呈现出完全不同的情感基调.《采薇》是受难者的哀歌,《出车》是带着淡淡忧虑的凯歌,《六月》是英雄主义赞歌,也是贵族的宴歌.具体体现在情感的类型、战争过程的描写和言说方式差异三个方面.     

如何在广西的普通高校中加强少数民族音乐教育

广西拥有11个少数民族,每个民族都有自己独具特色的民歌,如何把广西的少数民族音乐引入大学生的课堂,让大学生了解自己本土的音乐文化,增强民族的自信心,不仅能弘扬广西各族民间音乐的优秀传统,同时也为活跃少数民族地区的文化做出应有的贡献。笔者认为应从以下三个方面考虑：1．应当树立起广西少数民族音乐在教学中的地位。2．根据广西少数民族音乐的特点,积极编写适合广西普通高校艺术教育的教材。3．注重少数民族民间音乐在教学中的运用。     

Sense of belonging and transition to high schools in Peru

Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an indirect effect through achievement. Rural students had a higher sense of belonging than their urban peers. This is likely due to rural children seeing the larger, better equipped high schools as improvements over their relatively small and more isolated primary schools. Some general orientation activities were organized by teachers and principals aimed at all incoming first graders but nothing was designed specifically for students who might face difficulties in adjusting to high school.     

抗战时期民族地区教育内容的现代化——以湘西为例

抗战时期．湘西民族地区教育内容出现明显的现代化趋势,突出表现为爱国主义教育的蓬勃兴起和对体育教学的高度重视,这促进了湘西民族地区现代教育的发展。     

论可持续发展教育对中学地理教师的挑战

学校课程中的地理课承担了可持续发展教育的主要内容 ,可持续发展教育纳入中学地理教育中对传统型地理教学来讲是新鲜、活跃、刺激的 ,对地理教育工作者 ,特别是中学地理教师来说意味着机遇 ,也意味着挑战 ,中学地理教师应尽快地调整教育、教学观念 ,更新知识 ,采用新的教学方法 ,转变角色 ,应对挑战     

从大提琴教学谈中国音乐教育的若干问题

阐述音乐天赋是培养音乐人才的重要前提;以俄罗斯音乐教育为例,重点从大提琴教学角度提出应完善音乐教育体系,重视并加强演出实践工作,尽快提高我国音乐教育水平。     

新加坡学校德育的特色对我国高校辅导员德育方法的启示

在短短40多年里新加坡发生了重大变化,成为西方人赞誉的＂人间天堂＂,重要原因之一是得益于其学校德育的建设。新加坡根据不同的形势变化进行改革,通过德育成功地加强了新加坡的精神文明建设。新加坡学校德育建设富有成效,其成功的经验对我国高校辅导员开展德育活动有一定的启示。     

Supporting students with disability in schools in Bhutan: perspectives from school principals

ABSTRACT

Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.