新课程改革的文化哲学探讨

文化哲学作为一种以人为本的世界观、方法论和思维方式 ,给我国新一轮基础教育课程改革开辟了一个新的课程文化思维空间。新课程改革在以直面现实生活、彻底的人文精神为特征的广阔文化哲学视野下 ,重新思考人、课程与文化的关系 ,以期建立新的课程文化精神 ,实现课程文化模式的转型     

高校特教专业学生教育实习现状的调查与思考

高校特教师范生在教育实习工作中态度积极、专业准备较为理想,环境适应能力强、实习内容多样,善于总结与反思、实习效果较佳。但在实习过程中也存在实习时间安排不甚合理、实习生综合素质有待提高、指导教师指导效果不良、考核评价体系不完善等诸多问题。因此,教育实习改进不仅需要师范生不断增强专业知识和能力、提升专业素养,也需要高校改革传统实习模式、加强实习管理。     

Educational optimism among parents: a pilot study

This study explored parents' (N = 351) educational optimism in terms of their trust in the possibilities of school to develop children’s intelligence. It was found that educational optimism could be depicted as a bipolar factor with optimism and pessimism on the opposing ends of the same dimension. Optimistic parents indicated more satisfaction with their children’s school and had a relatively positive assessment of their children’s academic success, which they explained in accord with their dynamic notion of intelligence, i.e. the child’s effort and help from the teacher. Parental notions of intelligence seem to serve as an important interpretative source for educational hopefulness.     

高职汽车专业考试形式的改革与探索

从高职院校当前考试形式的现状入手,以汽车专业为例,分析当前考试形式的弊端,提出改革高职汽车专业考试形式的设想与实施方案.     

教育类期刊如何服务于新课程改革

2001年9月，我国开始了以教材改革为核心的一次全方位的课程改革，在这次课程改革中，服务于学校教育的教育类期刊就要充分利用自己作为媒体的独特地位，认真研究课程改革的理论和有关精神，积极参与到课程改革的实践之中，科学地策划课程改革栏目，积极引导、推动课程改革。     

Applying social production function theory to benefits of schooling: the concept of values of education

Abstract

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings.     

Contextual factors that sustain innovative pedagogical practice using technology: an international study

Pedagogical innovation—whether involving technology or not—is shaped by a complex interaction of the innovation with contextual factors such as school and school district policy, leadership, cultural norms and values, teacher attitudes and skills, and student characteristics. This study examined school and classroom contexts in which pedagogical innovations employing technology were successfully sustained. Data were obtained from 59 cases drawn from the Second Information Technology in Education Study—Module 2, a project that examined 174 cases of innovative pedagogical practice in schools in 28 countries. An explanatory model of sustainability was derived from a qualitative analysis of the cases using grounded theory techniques. Essential conditions for the sustainability of classroom innovation were teacher and student support of the innovation, teacher perceived value of the innovation, teacher professional development, and principal approval. Contributing factors for sustainability were supportive plans and policies, funding, innovation champions, and internal and external recognition and support. An interactive website that allows for searching of SITES-M2 case reports on various attributes such as sustainability, transferability, level of school, and evidence of supportive policies and plans is available at http://sitesm2.org.     

Lessons to be learned

The evaluative and reflective papers in this special issue of Education and Information Technologies show some interesting types of assistance information technology (IT) can provide to those who manage classrooms and educational organizations. Most of the papers are based on longitudinal research confirming the value of the applications of the IT presented. The papers strongly support the influence of the variable groups included in Fig. 1 in the introductory paper, and further comparison with the analysis framework can draw out inferences on what factors are of particular importance for successful implementation. We can conclude that, although the original framework was designed for more institutional level IT management implementations, it can additionally provide a guiding framework for evaluating the impact of IT on the wide variety of managing roles within the classroom, and should even provide a guiding and evaluative tool for a more virtual environment of the future     

《九歌·山鬼》和东夷文化之关系

先秦时期鬼与神的概念比较确定 ,鬼专指死者的灵魂 ,而鬼的归宿地因部落不同而不同。东夷族认为人死之后鬼魂归山 ,变为山鬼。沅水流域的居民具有东夷族血统 ,那里形成的山鬼形象 ,是为山中女鬼 ,是融入楚文化中的东夷文化基因。《山鬼》正体现了这种观念 ,反映了当地人民的爱情生活。     

跨学科视野中的百年中国大学研究

教育研究的专业性是以教育问题的综合性为基础的，离开综合性便不可能有其专业性。落实到具体研究实践中，这一综合性自然就表现为跨学科性。在跨学科视野中从事教育学和教育史研究，就是要在多学科知识的融会贯通中把握教育问题的社会和化实质。单纯的教育学知识和语言无法使我们确定和论述教育问题。