Students' Expectations of Teachers Love and Authority

In this article, the author introduces a series of practical strategies to support the development of an innovative and technology-rich curriculum. The author begins with the importance of understanding what possibilities for innovation exist given the relationship between curriculum, equity issues, and education reform. The author then discusses specific strategies including understanding basic modes of computer use, determining available resources, creating detailed lesson plans, using materials readily available via the Web, and implementing alternative assessments. Accompanying Web-based resources support these strategies. The author concludes with a discussion of how innovative technology curriculum is an area in which education reform's limitations are evident and can be challenged by new ideas and practices.     

地方高校新闻实务课程评价体系的现状调查分析——以嘉应学院文学院新闻本科专业为例

地方高校新闻实务课程评价是新闻教学活动中的重要环节,以嘉应学院文学院新闻本科专业为例,采用资料收集和问卷调查的方法,从实务课程设计评价、实施评价及效果评价三个方面进行了分析,论述了当前地方高院新闻实务课程评价体系存在的问题及原因,期待为新闻学教育改革作出有益的探索。     

Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry

This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education. To emphasize how place-based education can intersect with land education, the author outlines how a concept of place, informed by Indigenous knowledge, renders settler colonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using a land education approach, the author demonstrates how schooling, through social studies curriculum, transmits a settler colonial land ethic that must be made explicit in order to decolonize settler colonial relations attached to current pedagogical models of place. The author insists land education – like environmental education – must take place across the curriculum (k-16). However, land education implies a commitment to begin to understand the process of decolonization that takes seriously the centrality of settler colonialism.     

美国医学院校中医学人文科学的不稳定性

本文根据Lester D.Friedman博士在美国医学教育杂志（Academic Medicine)2002年第4期上发表的一篇论文编译。作者辩称。美国的医学院校医学人文科学正处在一种不稳定的地位，他认为，医学人文科学应当成为医学院校课程的一部分，而生物伦理学与医学人文科学是截然不同的。为此，作者讨论了生物伦理学与医学人文科学的区别以及医学人文科学的内在价值，建议将医学人文科学列入医学院校的必修课计划。     

Putting teacher experience back into curriculum theory: case studies from Japan 1

Teachers have been understood in their functional role and collective agency in sociology. In this article, the author rethinks the structure and agency dimension of teaching in the context of Japanese school education in transition. The new curriculum in Japan puts emphasis on children’s subjective experience of learning. This article explores the mirroring process of teaching in this curriculum transition from role‐oriented to subject‐focused. The author introduces two experiences as teacher reform movements: a teachers’ association and blogs which write about classroom teaching experiences. The findings suggest that there is a cultural transformation occurring within teachers as a group. For analysis, the author draws on the sociological idea of generations. The transformation in teachers’ self‐consciousness is significant because it creates a gap between self and representation not only externally (how educational reform describes teachers) but internally. The author concludes that this internal experience is ignored in the map of curriculum as structure and teaching as agency.     

高等学校本科课程实施中若干问题的探讨

高等学校课程实施过程中有很多问题值得探讨。如单门课程实施中的目标设定问题、教学类型问题、教学过程问题,培养方案实施中的有关问题等。美国学者近年来的一些研究成果值得借鉴。     

中小学数学教师看教师继续教育

通过对 56 名继续教育学员的“无约束短文”的整理与分析,客观的阐述了数学继续教育中在课程教学方面所存在的问题,并从课程设置、教学内容、教学方法等方面提出一些建议。     

《心理学》公选课课程设计

开设心理学选修课是非高师院校普及心理学知识的重要途径,但课程内容的确定并没有较为一致的标准。本文认为心理学选修课应以科学性为主题,以实用性组织课程内容。据此优化的课程结构,才能使学生掌握心理学的方法和技能,解决大学生活面临的问题,同时为终身学习心理学提供指导。     

研究性课程中的人文精神

本文从另一个视角即人文的视角去解读研究性课程 ,认为研究性课程体现的人文关怀是其主要特征之一 ,并阐述了从这一视角解读研究性课程的意义     

新疆高校汉语专业课程设置改革探讨

文章分析了新疆高校汉语专业课程设置中存在的问题,根据社会对高校人才培养的要求以及汉语专业自身发展的需要,阐述了现代高校专业课程设置的一般原则,并从复合型人才培养的角度对汉语专业课程设置提出了具体的改革思路。     

初中物理课堂实施探究性学习的策略

文章从《全日制义务教育物理课程标准(实验稿)》的要求出发,提出物理探究性学习的四点策略:培养探究兴趣,诱发探究灵感,指导探究方法,开发探究潜能。     

高职校本课程开发的理论与实践

本文分析了高职校本课程开发的背景、特点和原则，提出了高职校本课程开发应遵循的基本程序，认为在高职课程开发实践中需要重视、完善课程的决策管理机制，构建课程开发的资源信息平台，加强教师开发课程的专门培训。     

Facilitating Discussions: Skills for Teachers and Students

In this article, the author addresses the problem of content knowledge dominating the school curriculum and the resultant marginalization of sociocivic and moral dispositions. Given the problems associated with teaching dispositions directly, the author offers four curricular aims that collectively develop the attitudes required of democratic citizens through deliberate employment in daily curriculum planning.     

课程理论发展述评

课程理论是课程研究的直接结果之一。课程理论的诞生又给课程实践以巨大的影响和推动。在历史上先后出现了要素主义课程理论、百科全书主义课程理论、综合技术主义课程理论、实用主义课程理论、范式课程理论、结构课程理论、实践活动性课程理论和体验课程理论等。课程理论多元统一的发展格局是21世纪课程理论的未来前景。     

高职《机械设计基础》课程建设的探索与实践

本文以<机械设计基础>课程建设为例,对课程建设目标和建设体系展开论述,并总结了课程建设成效,对高职教育下的课程改革进行了有效的尝试.     

试析社会转型过程中澳大利亚的课程领导

文章讨论了社会转型过程中两种课程领导范式（制度主义范式和文化主义范式）对澳大利亚课程改革的影响。正是这两种范式的作用使澳大利亚课程领导呈现出特点，而这些特点对当前中国的基础教育改革也是有启示作用的。     

教师发展与课程改革：美国兰德研究对我国新课程发展的启示

文章通过对美国兰德研究结果的介绍，即四类影响成功实施和当地改革持续进行的因素：参与改革的动机、项目实施的策略、领导以及教师特征，对我国当前新课程实施中的教师发展问题提出了几点思考。     

《公差配合与技术测量》课程教学改革的思考

本文主要分析了公差配合与技术测量课程的教学现状,从工学结合、培养学生关键能力的要求出发,提出了有关课程改革的几点设想。     

我国大学课程的知识化倾向分析

在我国大学教育中 ,存在着将课程简单地等同于知识的倾向。知识虽然是大学课程的主要基础 ,但绝不是大学课程的全部。本文从表层和深层两个层面分析了我国大学课程知识化倾向的种种表现及其原因     

深化教学内容改革 构建高职课程新体系

论述了我国高职高专课程设置现状，指出保持高职高专可持续发展，关键在于课程的深化改革。高职高专课程改革是教育改革的重要组成部分，是高职高专改革的必然要求，是国内外政治、经济、科技、劳务市场发展、竞争的必然结果。作者力图从课程内容，课程目标，课程实施和课程评价等方面谈高职高专课程改革的趋势，以培养适应21世纪的多层次的技术应用型人才。