日本社会结构的变化与教育改革的方向——从终身学习的角度看学校教育改革的方向

泡沫经济破裂之后,日本社会出现雇用劣质化等现象。这就带来以终身雇用和论资排辈为主的所谓日本式雇用方式的崩溃。其根本原因在于日本社会的经济结构从产业社会到消费社会的转变。也可以说是从以积累为主的阶层型结构向以流动为主的平滑型结构的社会变化。日本社会应该追求的不是议论典型雇用与非典型雇用的对错,而是要创造不论典型雇用或非典型雇用,谁都能在“工作”上做自己人生的主人翁,以及可以得到尽可能的保障的社会。基于这样的观点,需要的是不论典型与非典型,只要同样的劳动就能获得同样3-资的制度,以及使自己的生活稳定,并赋予能力而能用自身的力量去过认可的人生的教育与学习机会的保障。为了将整个社会改变为新的社会,要培养能够适应此种社会的变化并肩负促进社会的“知的循环”和“知的创造”而创造出新的社会价值的人才,学校教育必须将自己组织结构改变为平滑的流动的能够创造出新价值的结构。     

教师工作价值取向与教师管理的三部曲——谋生、职业、事业与顺从、认可、内化

西方学者将工作价值取向划分为谋生取向、职业取向与事业取向三种类型。不同工作价值取向的教师,有不同的工作认识和行为,工作的主动性、幸福感和满意度也有很大差别。因此,他们对教师管理的态度也有顺从、认可、内化之别。鉴于此,在教师管理中,一方面,对不同工作价值取向的教师个体,要实施有针对性的管理;另一方面,对由不同工作价值取向个体组成的教师群体,要逐步引导更多教师由谋生走向职业,再由职业升华到事业,最终实现教师管理的理想境界。     

基于LOTUS DOMAIN/NOTES的公文流转的实现

办公自动化系统中几乎所有的业务过程都是工作流,因此公文流转是办公自动化系统的核心。基于先进的工作流软件平台—Lotus Domino/Notes 6.0,本文阐述了公文流转中的权限问题、会签机制以及收发一体化的解决方案和实现技巧。     

The relationships between emotional competence and team learning behaviours

This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams.