Philosophy of education in the western world: Developmental trends during the last 25 years

The dominating tendency in educational philosophy of the past 25 years may — with regard to the English speaking countries and the Scandinavian countries which are given the main focus in this article — be phrased as “the rise and decline of analytic educational philosophy”. The account, therefore, falls naturally into three parts. The first decade of the period is characterized by the onrushing analytic educational philosophy's criticism of the traditional educational philosophy's “deductivism”. In the sixties analytic educational philosophy was flourishing. Analytic educational philosophy may be divided into three main phases, one inspired by logical empiricism, one mainly therapeutic (“piecemeal”) analytic and one transcendental-analytic. In the seventies analytic educational philosophy has been fiercely attacked, leaving no clear alternative in sight.     

大学文化素质教育十年断想

1995年在中国兴起的文化素质教育是大学的一次觉醒。在很大程度上,这是一次自我觉醒。这种觉醒与大学崇尚文化与高深学问的本性和传统有关,但它又具有中国特点,是中国高等教育发展自身的产物。这次觉醒有其时代的必然性,它会更加成熟,产生更深远的影响。     

Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education

The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.     

我国成人教育学科建制的3O年回顾与展望

对我国成人教育学科建制的30年发展进行系统梳理和回顾,具体包括:成人教育研究机构、专业学位授予点、规划课题、文献载体等.基此.对学科建制中存在的问题进行分析和审视,以为成人教育学科的未来发展寻求积极的启示.     

世界博览会对19世纪英国职业技术教育的影响

长期以来职业技术教育在英国备受冷落。 185 1年以来的四次世界博览会使英国朝野大受刺激 ,进而对职业技术教育进行了深刻的反思 ,政府也采取了许多措施 ,使 19世纪后期的英国职业技术教育得到了前所未有的发展。     

Twenty years of adult education in Southern Africa

The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.     

近20年我国地方教育与经济问题研究综述

本文通过对从《教育学(人大复印资料)》、《教育研究》和《教育与经济》三种核心期刊及人大复印报刊资料全文数据库和中国期刊全文数据库1985—2004年所刊载的学术论文中选取了有关地方教育与经济研究方面的278篇文章进行研究分析,对近20年我国地方教育与经济问题的研究进行了回顾与评价,概述了我国地方教育与经济研究的进展,总结分析了地方教育与经济研究的特点,指出了地方教育与经济研究存在的主要问题。     

中国20年社会改革的基本经验

中国２０世纪最后２０年进行的社会改革 之所以能够取得成功根本原因在于：把社会改革与经济发展紧密联系起来,形成发展导向型改革模式,坚定不移地围绕经济发展搞改革,既顺应了历史潮流,又顺了应国内人心,使社会改革始终沿着正确的方向向前发展;把内部社会改革与国际环境有机结合起来,抓住了世界时代主题的转换的历史契机,回应国际环境的变化,把改革与开发紧密结合起来,使社会改革和对外开放相互促进,相得益彰;充分发挥     

近30年来太白山景观格局的时空变化

在3S技术的支持下,利用MSS及TM遥感影像数据,结合实地调查数据,提取太白山自然保护区1979、1988、2000、2006年景观格局信息,并利用景观多样性、景观优势度、景观破碎度等指数,分析了太白山自然保护区近30年来的景观结构变化。结果表明:从景观类型上看,太白山自然保护区各景观类型的变化趋势和幅度存在明显差异;从不同类型的景观格局指数上看,各景观类型在不同的年份受到的干扰不同;景观格局具有明显的时空分异特征,在空间上表现为景观多样性和破碎度的梯度变化特征明显,在时间上表现为景观多样性和破碎度的变化。     

Psychology studies’ drive to educational reform in the last 20 years in China

In order to better understand the relationship between educational psychology research and educational reform, this essay reviews the development of educational psychology studies in the last 20 years in China. The study shows that: (1) Rapid development has been made in the areas of establishing discipline systems; (2) Research fields have been expanded and research directions have been localized; (3) The theoretical basis for quality education has been derived from education psychology studies; (4) The psychological foundation for curriculum reform and instruction has been implemented, and (5) China has committed to serve and expand current educational practices. __________ Translated from Psychological Science, 2005, 28(6)     

HIGH/SCOPE学前课程模式近二十年的发展

HIGH/SCOPE早期教育课程模式是与拉瓦特里的EEC课程、德弗里斯──凯米的EEP课程 齐名的三种认知中心课程模式之一。20世纪80年代末以后，HIGH/SCOPE课程模式在20世纪70 年代课程的基础上进一步得到完善与发展，在与另两个皮亚杰课程模式的竞争中脱颖而出， 逐渐成为美国被运用得最为广泛的课程。无论是城市，还是乡村，无论是对处境不利儿童还 是正常儿童，无论是公立还是私立学校，HIGH/SCOPE课程几乎无处不在。同时由于HIGH/SCO PE在课程推广、课程研究上卓有成效的工作，它在国际上也声誉日隆，在英国，爱尔兰，墨 西…     

近二十年中国教育与就业关系研究述评

近二十年来中国教育与就业关系研究取得了相当的成果，研究们对教育在解决社会就业问题、提高个人就业收入中的作用，以及大学毕业生就业困难等问题进行了不同程度的探讨。随着中国社会经济的变化和教育实践的发展，中国教育与就业关系发生了某些转变，研究们也面临着一些亟需解决的课题。     

近十年我国大学生爱情教育研究综述

大学生爱情教育是教育领域的重要话题之一.文章从大学生的爱情现状、爱情教育的必要性、爱情教育的内容以及爱情教育的途径等方面对国内近十年针对此问题的研究进行了综述,并在文章的最后部分探讨了现有研究的缺陷和未来研究的方向,以期引起高校对大学生爱情教育的更深度重视.     

20年来中国古代历史教育研究综述

从一定程度上讲,历史教育是中国史学的灵魂。对其进行研究,不仅能够使史学的研究范围得以扩宽,而且能够加深对史学、教育史、思想史的了解,从而将史学的整体发展得以促进。本文通过对古代历史教育的宏观研究及其活动研究的具体阐述,对二十年来中国历史教育研究进行了综述。     

近20年来历史时期湖北灾害研究综述简

近20年来,历史时期湖北灾害问题的研究受到学界重视,涌现出一大批高水平的研究成果.其中既有整体性研究的论著,也有对水灾、旱灾、疫灾和其他气象灾害的研究.学者们一致认为水灾是历史时期湖北最主要的灾害;宋元以后至明清时期各种灾害发生的频率和造成的损失渐次上升,这与自然环境的变迁及人地矛盾的激化有直接的关系.     

Special education in the last twenty years: have things really got better?

Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice , which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past.     

Final thesis models in European teacher education and their orientation towards the academy and the teaching profession

This study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. In scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations. The study discusses these findings, the different models’ possibilities to integrate both major orientations as well as how a final thesis can be used to integrate theory and practice in higher education programmes.     

近十年我国成人教学手段发展简述

目前,我国成人教学手段有了很大的发展,并越来越朝现代化教学目标前进,本文主要对近十年我国成人教学手段的发展特点、目前存在的问题与不足,进行了研究性概述,并就发展要求提出了建设性建议。     

Notions of development and their implication for adult education

Clarifying initially the concepts of development and adult education, this brief article explores possible relations between development and four ideological perspectives upon education: conservative, liberal, reformative, and radical. Whereas the first two of these approaches are initiated from the higher echelons of the power structure, the other two models of development are postulated. It seeks to show that there is a correlation between ideological approaches to education and notions of development.

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Zusammenfassung Am Anfang des Artikels werden die Begriffe Entwicklung und Erwachsenenbildung definiert. Anschließend werden mögliche Verbindungen zwischen Entwicklung und ideologischen Perspektiven zur Erziehung untersucht: eine konservative, eine liberale, eine reformative und eine radikale. Während die ersten beiden Ansätze von höheren Stufen der Machtstruktur ausgehen, werden die anderen beiden postuliert. Der Verfasser versucht, die Korrelation zwischen dem ideologischen Ansatz zur Erziehung und Konzepten der Entwicklung zu verdeulichen.

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Résumé En présentant tout d'abord les concepts de développement et d'éducation des adultes, ce bref article recherche les relations possibles entre le développement et les quatre perspectives idéologiques de l'éducation: conservatrice, libérale, réformatrice et radicale. Alors que les deux premières de ces approaches sont initiées par les échelons les plus hauts du pouvoir, les deux autres modèles de développement sont postulés. On cherche à montrer dans cet article qu'il y a une corrélation entre les approaches idéologiques de l'éducation et les notions de développement.

     

流动儿童城市适应及影响因素——过去20年的研究概述

流动儿童的城市适应问题随着流动儿童数量的不断增加和在城市长期生活而成为研究者们关注的焦点。对从国内外主要数据库中检索到的过去20年有关我国流动儿童城市适应的590篇研究成果进行了梳理,综述流动儿童城市影响的概念、理论、标准、现状、影响因素,主要得出了以下结论:(1)适应的概念涉及心理层面和社会文化层面等多个方面;(2)适应的理论有文化冲击理论、适应理论和社会排斥理论等;(3)适应的标准分为过程论和变量论;(3)心理、学校和社会文化适应的总体水平较差;(4)适应的影响因素包括个人、家庭、学校和社会多个方面。根据这些研究结论,对研究的局限进行了分析并提出了未来研究的展望,希望今后多进行整体性、综合性、深度研究,为家庭、学校和政府部门提供应对性的政策和策略。