论教师“职业道德”向“专业道德"的观念转移

经验型教师向专业型教师的转变是人类教育生活历史性进步的一个重要表征。由一般性的教师职业道德向教师专业道德的方向观念转移实际上是经验型教师向专业型教师转变的一个重要方面。专业道德概念的建立和教师专业化运动具有相同的历史必然性。顺应时代发展,我们应当从专业生活质量提高和教师的专业发展的角度专业性地推进教师的专业道德建设。     

高校电影德育初探

电影德育是通过为德育对象提供优秀德育影片及其相关信息或活动来实施德育的方式和途径。电影德育具备独特的功能优势,是基于现代影视文化和信息技术,对新形势下大学生德育有效途径的拓展。目前,电影德育在高校还处于自发研究和零散实践阶段。在高校实施好电影德育,应从5个方面着手:建立组织、领导与协调机构;建设德育影片资源库;办好周末电影会;发挥校园网的应有作用;建立导向和信息反馈机制。     

Types of aggressive victims in bullying situations at secondary school / Tipos de víctimas agresivas en situaciones de bullying en Educación Secundaria

Abstract

The distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims.     

Successful secondary school principalship in disadvantaged contexts from a leadership for learning perspective

The paper we present here is part of the International Successful School Principalship Project (ISSPP), which is designed to analyse the characteristic traits of successful leadership in different contexts and countries [Day, C., and K. Leithwood. 2007. Successful School Leadership in Times of Change. Dordrecht: Springer-Kluwer; Day, C., and D. Gurr. 2014. Leading School Successfully. Stories from the Field. London: Routledge]. One subgroup of the Spanish research team participating in the ISSPP at the University of Granada has contributed to the project by carrying out a comparative study of the type of leadership for learning at four secondary schools in disadvantaged contexts. Following ISSPP data collection protocols and using a category system specially designed to analyse the leadership for learning carried out by the four principals, the results show that four secondary schools have principals with a similar traits, dispositions and value systems; however, the secondary schools with the best academic results employed practices and strategies more closely associated with leadership for learning than schools with poorer academic results. The data provided by this study confirm the traits and strategies that the ISSPP has been identifying in successful principals in disadvantaged contexts in various countries. It also serves as a source of reflection and discussion on the type of leadership for learning present in some disadvantaged secondary schools in Spain.     

论教育学的生命立场

教育学的学科立场就是教育学看待问题的方式,这种方式最终取决于“教育”的方式。教育是关怀生命、促进生命发展的活动,具有生命性,而且教育现象、教育活动也因为生命的“在场”而具有意义。这决定了教育学必须具有生命的立场。教育学的生命立场意味着教育学是“成全生命”的人文之学。     

做成一个人——道德教育的根本指向

人的"神化"和"物化"曾是道德教育的指向。教育要使人成为人,是人性的觉醒和教育的回归。实践性是人的本质规定性,具有实践本性的人之生成是道德教育之指向。"做"才能成人,人要"成为人",必须学习"做人",必须讲究"做人之道"。生活论意义中的"成人之道",是使道德从远离人的存在和生活世界的抽象理性的规范体系重新回归为人类生存的自觉意识,它所关注的是怎样使人活得更像一个人,它所确立的是人的生活原则和根本方向。走上道德所铺设的成人之道,偶然的人才可能转化为必然的人。     

承认的形式以及教育意义

爱、权利的尊重和社会重视是承认的三种形式。获得承认是人性中的自然倾向,是每个人进行交往的动机。教育中的交往结构是一种相互承认的关系结构。儿童作为完整的人,其精神品格是通过教育对他的"特殊性"的承认获得发展的。教育承认包括了爱与关怀、权利的尊重、社会重视以及完整发展的内涵。在这种承认的教育关系中,不仅儿童形成了独特的、完整的、有尊严的自我,培养了主体间的道德感和共通感,而且教育本身也形成了一种友爱的共同体。     

关于大学生责任教育内容体系的思考

责任教育是道德教育的核心内容。以“八荣八耻”为内容的社会主义荣辱观构成了时代的道德基石,极大地丰富了大学生责任教育的基本内涵。应在德育系统论和受众理论的指导下,坚持因材施教和德育实践性原则,以大学生成人、成才、奉献为思想脉络,构建以生命责任、行为责任、成才责任和回馈责任为主要内容的大学生责任教育内容体系,提高责任教育的实效性。     

El software educativo y el laboratorio de lengua

Escribir a mano es importante. Escribir a máquina también, aunque la escuela ha ignorado esa destreza como ajena a los procesos esenciales de la lectoescritura. Pero escribir en ordenador con un procesador de textos no es ya algo que pueda ignorar la escuela a menos que pague un precio abrumadoramente mayor que el simple hecho de dejar a la mayoría de la población inerme ante los teclados mecánicos o ejerciendo un cómico tecleado con dos deditos. El procesador de textos no sólo ejecuta el nivel inferior del proceso de escribir, sino que se mueve en todos y cada uno de los niveles. Su aprendizaje y uso en la educación y en las clases de lenguas puede tener un efecto positivo en una enorme diversidad de tareas didácticas, algunas de las cuales se proponen en este artículo.     

侗族情歌中的恋爱道德价值

侗族情歌具有恋爱自由、真诚高尚、忠贞专一、大胆追求、选择对象等恋爱道德价值。