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21.
教育技术是一项解决教育问题的系统技术,可用于推动教育、教学的各个层面上的改革。但二十多年来,由于认识受限,定位不当,我国这一领域的工作偏重于硬件设施建设与服务、教育媒体制作、教学方法改革等方面,且这些活动大部分在战术层面上开展,教育技术没有发挥更大的作用。当前,我们应关注在战略层面上实施教育技术,追求“效果、效率和效益”,即教育绩效,这是我国穷国办大教育的国情所要求的。战略优先,战术配合,战略战术互动,促进教育整体改革,落实科学发展观,这应成为信息化进程中我国教育技术高起点新发展的指导思想,成为我国教育技术学科知识体系构建研究的基本思路。用教育技术引领教育改革,在宏观层面上应重视需要的评估和系统规划,确保“做对的事情”;在中观层面上要推广教学系统设计,在微观层面上要加强对研究成果的运用,确保“把事情做对”。目前我国教育技术界电教人员或计算机科学人员的工作仅是教育技术的一个组成部分,教育技术也是各级教育管理者和广大教师的共同事业。 相似文献
22.
Giselle Martins dos Santos Ferreira Luiz Alexandre da Silva Rosado Márcio Silveira Lemgruber Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献
23.
设计性物理实验教学模式研究与探索 总被引:1,自引:0,他引:1
分析教学模式的实质和特点,针对传统物理实验教学模式存在的问题,结合设计性物理实验特点,研究适合设计性物理实验的教学模式,并在教学实践中进行探索和实践,以提高学生的实验能力和综合素质。 相似文献
24.
Honorine Nocon 《Journal of Educational Change》2008,9(4):339-347
The sustainability of research-based innovations in schools is constrained not only by systemic institutional barriers and
inherent contradictions between schooling and research, but also by the related issue of time. This case study suggests that
relative timescales, e.g., the collective activity of schooling over decades versus the individual actions of researchers
over semesters or years, hinder the coordination and synchronization of schooling and research processes. Using cultural–historical
activity theory and heterochrony, this analysis of data from a 4-year collaborative school-university research and development
project suggests that, in spite of active support from school personnel, temporal conflicts undermined research activity and
the sustainability of the innovation. At the same time, when researchers aligned their actions with the actions and timescales
of school personnel, core elements of the innovation were appropriated into school practice.
相似文献
Honorine NoconEmail: |
25.
The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme. 相似文献
26.
Christine Van Peer 《Compare》2006,36(1):105-123
In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance. 相似文献
27.
张敏伶 《山西财经大学学报(高等教育版)》2001,(1):5-7
章通过对校园化的分析和研究,阐述了校园化对人才培养的重要作用,主要认为:校园化是学生从“大中学生”到“小大学生”过度的桥梁;校园化是联结个人与集体,学校与的纽带;校园化是青年学生走向成熟的重要途径,等等。 相似文献
28.
Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education
Taro Numano Yoshiyuki Nagata Mariko Ichimi Abumiya 《Educational Research for Policy and Practice》2002,1(1-2):35-50
Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country
as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However,
the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have
been many reports about the growing seriousness of a number of educational problems having to do with young people in their
childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior,
juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment.
Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and
the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has
adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow
Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic
guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance.
Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational
Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
29.
30.
This paper attempts to offer an alternative framework for assessing education delivery in South Africa. Its purpose is to develop an analytic approach for understanding education delivery in South Africa in the last 11 years and to use this framework to pose a set of strategic questions about how policy might be framed to deal with delivery. The paper begins with a quick review of the country's achievements and challenges in education and shows that a failure to produce a high quality education system remains the country's primary challenge. The broad approach that is taken is to suggest that dominant approaches for understanding this lack of performance underplay the specificity of the country's context and specifically so its apartheid legacy. This legacy, it is argued, continues to be determinative in shaping, and accounting for the character of current social behaviour in the country, including the performance of children in schools. 相似文献