知识经济与教育改革

知识经济代表着世界经济的发展方向,人才开发培养是知识经济时代赋予教育的神圣使命,教育必须加大改革力度,加快发展步伐,才能为我国２１世纪经济起飞和民族复兴、为迎接知识经济的挑战提供人才支持和知识贡献。     

Educational reform and educational crisis

Even though the sciences may deserve an important and enhanced place in the curriculum, it is crucial that educators situate reforms in science education in the larger social context in which educational reforms are taking place. How and by whom reform is defined and carried out will have a significant impact on who benefits from the process. I argue that education in general has increasingly become dominated by economic interests that can lead not to enhancing equality but to its opposite. There are important ideological shifts that are occurring not only in what education is for, but in the content and control of curriculum and teaching. This has also been accompanied by an attempt to not only increase the influence of economic needs on schools, but to make education itself an economic product like all others. This will have a major impact on science education in particular, because both science and technology are seen as high-status in the transformation of education into solely an economic tool.     

高校教育技术教学改革的探索与研究

本文就高师现代教育技术的改革、发展进行了探索与研究 ,对如何更新和改革现代教育技术的内容及教学方法提出建议     

中国教育传统研究与教育改革

教育史学科应受到重视,教育史工作应努力为现代教育改革提供借鉴,并应积极直接参与到教育改革之中去,而不要封闭长城民为历史陈迹后才去研究它。     

A reaction to educational reform: Implications for educational psychologists

Issue is taken with Benton and Hoyt's (1990) study of three groups as to their agreement or disagreement with the Holmes Group report Tomorrow's Teachers (1986), and the Carnegie Forum on Education and the Economy's Report, A Nation Prepared: Teachers for the 21st Century (1986). The three groups studied were volunteer respondents from the initial Holmes Group, Division 15 of the American Psychological Association, and the Teacher Education Council for State Colleges and Universities. Questions are raised regarding the Benton and Hoyt study's general assumptions, selection of documents for study, selection of and generalization about group responses, and general implications for all educationists as well as educational psychologists.     

The state's stake in educational reform

This article argues that the recent national reports on educational reform must be understood as manifestations of the influence of capital and the state. The considerable pressure exerted on the schools by representatives of state capitalism does not guarantee that the proposed reforms will be enacted, however. The contradictory nature of the school's location in the democratic capitalist state, coupled with various forms of teacher and student resistance to the reports' recommendations, afford the opportunity for progressive educators to strip away the mystique of the school as a neutral site and to challenge the dominant ideology.A somewhat different version of this paper will appear in Shea, C., Sola, P., & Kahane, E., (eds.),The New Servants of Power: A Critique of the 1980's School Reform Movement. Greenwood Press (forthcoming).     

科学发展观与体育教学改革

论述了在教学中落实科学发展观的现实意义，通过对体育课程目标、内容、实施和评价体系的分析，指出体育教学也要遵循科学的发展规律，使受教育的个体能够在离开体育课堂之后仍能坚持进行体育锻炼，以达到增进健康，发展身心的目的.     

机械设计实验教学改革研究

针对目前国内外机械设计基础课实验课程教学环节进行了分析，指出目前实验教学中存在的不足，提出机械设计实验教学应以加强学生主动动手操作，注重提高学生实践动手能力为目的，进行实验课程建设改革的思路，并通过在教学中开设自行车拆装实验项目，进行了实践尝试。     

对传统教育评价的变革--基于多元智能理论的教育评价

多元智能理论是一种全新的有关人类智能结构的理论,它的蕴义与素质教育思想不谋而合。基于多元智能理论的评价是一种多元化和情境化的评价,它关注的是智能类型和学习类型的差异而非智商的高低和学习成绩的好坏,主张让学生参与对自己和他人的评价。基于多元智能理论的评价为我国素质教育评价的实施提供了新的视角,对研究性学习评价的开展也有借鉴意义。