教育公平：政府何以为能

改革开放以来,我国在教育公平方面取得了一定的成效,但当前教育的现实不公问题仍十分突出,教育公平的实现将是一个相当复杂而又艰难和漫长的过程,需要全社会共同努力。但应该明确政府在这一过程中必须担负的责任,因此,政府有必要从加大教育投入、合理配置资源、规范教育法规等途径来进一步推进我国教育公平的实现。     

高校团委培养大学生创新能力途径初探

在创新与竞争浪潮席卷全球的社会背景下,高校团委唯有以创新理念迎接挑战,才能肩负起时代所赋予的使命。在培养大学生创新能力方面,高校团委应该发挥更加积极的作用,如可通过举办相关讲座、参加社会实践活动、进行课题立项、举办学术科技节等途径．为大学生创设脱颖而出的机会。     

Violence in School: What Can We Do?

A common disruption to learning and stability in schools occurs when pupils fight or become aggressive. This paper considers the issues of anger management, violence control and fighting reduction through a counselling programme with a high-risk pupil in secondary school. It begins by examining some of the thinking on young people and violence and aggression. Then, the author considers the place of counselling in schools in relation to this issue. Interventions for the practitioner to consider are discussed, including how to make a clear diagnosis of the nature of violence for the particular youngster, an analysis of anger-triggers and an ambitious attempt to modify a belief-system that holds that 'might is right'. The author argues that occasional incidents of violent disruption are a reality in education, and while media reporting exaggerates the problem, schools need more imaginative strategies with the few targeted individuals than exclusion from school.     

Cheating in School: What We Know and What We Can Do

This article discusses how integrating technology into microteaching exercises within teacher education programs can help develop reform-oriented and reflective teacher leaders.     

虚拟社区何以可能?何以可为?

本文从教育部对高校的BBS整改的通知出发思考虚拟社区的发展现状以及虚拟社区的正负功能.笔者认为,虚拟社区是伴随着网络的迅速发展而繁荣起来的,虚拟社区除了有社区的一些基本要素和特点以外还有自己的特色.在本文,主要回顾了前人对虚拟社区的界定,总结了虚拟社区的特点,并选取南京大学小百合作为一个案例来分析虚拟社区的正功能和负功能,提倡为发展虚拟社区提供良好的环境,加强制度化建设,促进有效平台的建立.     

老师我该怎么做

当李斯文在十几双目光的注视下夺门而出时,一阵眩晕朝我袭来。我忙用双手撑住讲台,深吸一口气,告诫自己要控制怒火,讲台下还有十几双目光,我的一咬唇、一皱眉,他们都尽收眼底。教室门在微微战栗,那是李斯文在奋力甩门后激     

为了有效教学,我们该做些什么?

如何设计有效的课堂学习活动?如何提高课堂学习效率?我对三年级数学老师进行了跟踪了解.     

What College Instructors Can Do About Student Cyber-slacking

Today’s traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today’s college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who would leverage their unprecedented access to technology for professional and academic betterment, contemporary research has rejected the digital native myth. Instead, college students frequently use mobile technology for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. This article provides college educators with an overview of the frequency and consequences of cyber-slacking inside and outside the classroom and seven instructional implications for curbing cyber-slacking. Proposed strategies for curbing cyber-slacking include rejecting the digital native myth, adopting and enforcing technology policies, consciousness raising, motivating students to relinquish their devices, incorporating active learning in the classroom, using mobile technology as a teaching tool, teaching students to be self-regulated learners, and motivating students to delay gratification from their mobile devices.     

教育在学习型社会建设中应如何作为

在建设学习型社会进程中,教育肩负着责无旁贷的使命。教育须更新观念,视人人都是教育对象;教育须创新动力机制激发求知热望,创新管理机制促进"学有所教",创新保障机制解除学习困难,将人人纳入学习组织;教育还须做实服务,实行制度化教育与非制度化教育并举、岗位教育与非岗位教育并举、市民教育与非市民教育并举,让人人享受学习幸福。     

创新教育需要语文教师做些什么

语文教师如何在创新教育中发挥作用,首先要明确创新教育的内涵和外延,营造宽松、和谐、民主的课堂气氛,让学生敢于发现、敢于创新;其次要认清创新思维的规律,为培养学生创新精神理清思路;再次,要因地制宜地教给学生一些方法,为培养学生的创新能力建立高速通道。     

人的全面和谐发展:数学教育能做什么

建设社会主义和谐社会,有赖于人的全面、和谐地发展,要将数学教育对人的全面和谐发展发挥得淋漓尽致,要克服对数学“狭隘工具性”的认识,就必须深刻认识其文化教育功能。数学具有从发展常规思维、创造人生存发展基础到引导人科学发展观的形成、培养创造思维和审美意识以及形成高层次文化素养等教育功效。     

What Historians of Science and Science Educators Can Do for One Another

Science &; Education -     

教师合作研究：为何与何为

阐述了教师合作研究的定义,详细论述了教师合作研究的原因,强调教师合作研究的重要性,也对目前教师合作研究的现状剖析,并探讨了教师应该如何进行合作研究的问题,对提高教师合作研究的有效性提出自己的见解。     

个性化教学:教师的难为与应为

21世纪的社会呼唤富有个性和创造性的人才,教育应该重视以全面发展学生个性为目的的个性化教学。教师在个性化教学要求下,存在应为却难为的状况。基于此,从教学理念的形成、教学目标的定位、教学过程的实施和教师的自我发展四个方面分析教师在个性化教学要求下的难为与应为。     

有所为有所不为：社会主义改革创新的战略方针

“有所为有所不为”是第三代中央领导集体提出的创新社会主义的指导方针，其内涵具有两层含义，一是社会主义理论和实践要大胆创新，要“有所为”，同时坚持党的基本理论、基本路线和基本制度“有所不为”。二是坚持“有所为”中的“有所不为”、“有所先为有所后为、有所快为有所慢为”。坚持该方针是实现“三个代表”、社会主义现代化和中华民族伟大复兴战略目标的必然要求。它是长期实行、覆盖内政外交国防等各个领域和层面、关系中国前途和命运、统领社会主义创新的战略方针。     

Shame Solutions: How Shame Impacts School-Aged Children and What Teachers Can Do to Help

Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community of its in-house business projects as springboards into further development. Such non-formal learning structures can have wide application to other sites of learning.     

Student and Tutor Perceptions of the Role of the Tutor in a Sixth Form College

This article aims to explore and understand tutor and student perceptions of the role of the tutor in a large Sixth Form College. It examines whether these perceptions are the same and looks at whether the needs of the student are being met within the college. The tutorial structure within the college is described and the unique role of tutors in a further education setting is identified. The findings reveal how students perceive the tutors to have a wide range of roles, which are primarily focused on supporting and promoting learning. It also describes how, despite the acknowledgement of students for the need of emotional support and the recognition and willingness of tutors to fulfil this role, there is a gap in meeting the students' needs. The reasons for this are explored and shown to be a consequence of time constraints and the underlying relationship between students and their tutor.     

辅导员对大学生自我教育意识和能力的培养

针对当代大学生自我教育的意识不强、自我教育的能力不够等问题,辅导员应发挥自己的优势,结合日常教育和管理,为学生提供多种自我教育的途径和机会,使学生在实践中不断增强自我教育的意识和能力,并在大学生自我教育的过程中发挥重要作用.