校本管理下的学校教育技术资源管理

根据相关的访谈调查,笔者对当前学校教育技术资源管理存在的问题进行了分析。指出将校本管理思想引入学校教育技术资源管理是解决当前资源管理存在问题、提高资源利用效率的有效途径。     

Agonistic democracy and passionate professional development in teacher-leaders

Politicians and policy-makers in education routinely proclaim the centrality of schools and teachers in sustaining and consolidating democracy and democratic society. This article offers an account of teachers engaged in research in their schools and classrooms, with peers and students, so as to highlight the democratic potential of this engagement. In order to do so, it draws on an agonistic account of democracy that is distinct from more familiar liberal or procedural versions. Such an account is characterised by an emphasis on the values of constitutive pluralism, robust contestation and enduring tragedy, where the latter entails recognition of the ineliminable nature of (political) conflict and the inevitability of loss in human life. The teachers involved in this research demonstrated capacities which, it is argued, reflect an agonistic democratic ethos, including: developing the confidence to assume intellectual leadership by asking questions and eliciting and engaging plural perspectives in relation to these questions; engagement in the cut and thrust of research without the expectation of finding any final or perfect solutions; and an acceptance of difference and disagreement as constitutive and constructive elements in rethinking areas of policy and practice. Developing and encouraging these capacities, it is argued, is important in an increasingly authoritarian policy context that threatens the vital links between democracy and education highlighted by Dewey a century ago.     

再论教育创新与教师素质

教育创新是教育改革与发展的战略选择，是马克思主义教育思想在中国的新发展，它是时代赋予教育事业新的历史使命。作为教育创新主体的教师，要从贯彻落实“三个代表”要求的高度，提高自身素质，增强推进教育创新的自觉性和坚定性。     

The promises and limitations of international comparative research on teacher education

This article revisits methodological perspectives on international comparative research on teacher education (TE). Benefits and problems related to comparative educational research methodology in general are discussed. Further, methodological issues associated with designing and carrying out an international comparative study on TE are addressed using a multi-level study on teacher education in Finland and Norway an as example. Towards the end of the article, the promises and limitations of international comparative research on TE are presented. Important benefits of comparative education on TE include widening the understanding of one’s own and other TE systems as well as gaining an understanding of international trends. However, uncritical use of such research may lead to decontextualised, ahistorical and standardised transfer and development of education and educational policies. The article concludes by urging researchers in the field of international comparative research on teacher education to address the questions: What is being compared? How is context addressed?     

邓小平法制思想初探

邓小平的法制思想丰富精深,其中最基本的内容是：加快立法工作,逐步完善各项法律制度的思想;严格执法,保证宪法和各项法律的贯彻落实的思想;建设一支“执法公正、品德合格”的高素质的政法队伍的思想;一个国家,两种制度并存的法律思想;通过法制教育,提高全体公民的法律意识的思想。     

不完备信息系统的矩阵约简算法

粗糙集理论是用来解决不确定性的新的数学工具，而知识约简是粗糙集理论中一个重要的研究课题。J．W．Guan等提出了信息系统下的矩阵算法。章则是进一步讨论不完备信息表下的矩阵约简算法，实例表明该算法是有效的，具有一定的应用价值。     

从台湾社会意识看"一国两制"的心理基础

台湾社会意识包括中国意识、台湾意识、疏离意识三个层次,与此相适应,在两岸关系问题上既盼望祖国统一、又希望维持现状是台湾人民的普遍心态。“一国两制、和平统一”的方针,既符合台湾人民统一的愿望,又符合台湾人民维持现状的要求,是易于被台湾人民所接受的最佳统一方案。随着两岸交流的加深,台湾人民必将了解和接受“一国两制”。     

用教育技术引领教育改革——论我国教育技术的定位(二)

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。     

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil

ABSTRACT

This 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.     

设计性物理实验教学模式研究与探索

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。