批判性思维教育理念

批判性思维立足于理性反思某个问题及其相关证据得出判断,即"为决定相信什么或做什么而进行合理的、反思性的思维",包括澄清意义、分析论证、评估证据、判断论断的合适性和推导有根据的结论等技能。"理想的"批判性思维者具有开明和公正的心智,会搜寻证据,掌握全面信息,关注他人的观点及其理由,不作超出证据的断言,愿意考虑不同思路并校正观点。批判性思维过程包括确定和分析问题、澄清意义、收集证据、评估证据、推断结论、考察相关信息和作出综合判断。与对论证的逻辑评判不同,批判性思维超越了单个论证的维度,有创造性成分,包括对证据的批判性评估。应培育批判性思维者所具备的知识、技巧、态度和习性,即让他们能够且善于批判。批判性思维的教育可通过学科教学或专门课程教学的方式进行。单独开设批判性思维课程,其课程设计应遵循按具体情境设计教学、阐明目标、激发学生兴趣、运用指导框架、培养批判精神、注重深度甚于广度、使用桥接、利用重大时事、使用真实或现实案例、谨慎选择案例、提供有指导的练习和及时反馈、检验学生的理解程度、鼓励元认知、考虑情境、避免空洞使用专业术语和谨慎设计多选题的原则。     

Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender

Researchers have reported persuasive evidence that students?? perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students?? intention to drop out). The study reported in this paper investigated the relationship between students?? perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N?=?1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students?? perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas.     

面向教育新范式的教学理论与技术

适应后工业时代教育与培训体制的教学理论应该体现一种"因人而异"和"生本中心"的性质,依据每一个学习者的学习进步而不是学习年限或者时间多少来对教育与培训效能作出评估。需要讨论的主题涉及了:(1)通用教学方法的特征;(2)情境教学方法的特征;(3)后工业时代教学范式的核心理念;(4)任务型教学的价值及其存在的问题;(5)后工业时代教育与培训体制的教学理论之愿景;(6)教师、学习者和技术等在新范式中各自的作用。     

日本国立大学的财政制度:历史性展望

如何确保国立大学在财政方面的自立与自律,是关系到能否保障国立大学的大学自治和学术自由乃至实现大学使命的重大课题。日本政府自明治初期创建国立大学以来,先后引入基金制、特别会计制度、讲座制、校费制等,均旨在构建自立的国立大学财政制度。在这过程中,既有成功的经验,也有失败的教训。当前,国立大学法人的施行,能否解决明治以来的这个问题,正引起有关人士的极大关注。     

小学科学课程与ICT文献综述

本文献主要回顾了自1989年以来小学科学课程的发展以及在科学课堂中应用ICT的研究。文章讨论了ICT对小学科学课程中教师与学习者的角色关系、教师的专业知识、程序技能和科学内容之间的平衡、形成性评价的应用等方面所产生的影响。此外,还提供了一套目前ICT被应用于促进优秀科学教学方式的批判性评估。最后,作者提倡要对ICT的各种应用以及它们对促进小学科学课程中儿童的学习有何种促进潜能开展系统研究,并为那些旨在促进儿童小学科学学习经验的软、硬件开发者提出了建议和启示。     

MULTICULTURAL EDUCATION – GOOD FOR BUSINESS BUT NOT FOR THE STATE? THE IB CURRICULUM AND GLOBAL CAPITALISM

ABSTRACT:  In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business management. Juxtaposing cognitive, emotional and socio-communicative multiculturalism found in organisational studies onto multiculturalism in the International Baccalaureate (IB) curriculum indicates whether multiculturalism in international schools aims to respond to the needs of global capitalism. The findings show that emotional, cognitive and socio-communicative multiculturalism are seen as essential traits for good performance in transnational corporations, and they are strongly encouraged in the IB curriculum. The relevance of multicultural skills in global management alongside the decay of multiculturalism in public education systems entails a growing educational disparity between lower class and higher class children. A new educational structure in which two differentiated systems – a national system and an international system – emerges and redefines the terms of inequality of opportunities.     

ACADEMIC FREEDOM IN EUROPE: REVIEWING UNESCO'S RECOMMENDATION

ABSTRACT:  This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with the UNESCO Recommendation within the EU states, and considers how such compliance could be improved .     

The Easiest Proof of Fermat’s Principle

This article presents the easiest direct proof of Fermat’s principle with the help of differential calculus for all types of surfaces.