当前英格兰学校督导体系述评

在保障学校教育质量及其评估方面,英格兰居世界领先地位。本文对近期英格兰学校督导体系的调整和改革作了概括性介绍,以期对我国学校的督导改革有所裨益。     

An Education Worth Having: The Aspirations and the Development of the Whole Education Network in England

The Whole Education National Network is a dynamic national not-for-profit partnership of schools and organisations that believe that all children and young people are entitled to an education that supports the development of wider skills, qualities and characteristics to enable them to thrive in life, learning and work, as well as conventional academic achievement. The article outlines the background to the development of the growing network of some 150 schools plus partner organisations and its core aims. It then considers what the Network is achieving and what it is learning about its approach as it grows. It offers and is seeking to embed and sustain an approach to school development that is ‘values-led, evidence-informed and impact-focused’. It is also predicated on a commitment to and belief in peer-to-peer collaboration, inspired and encouraged by the work of leading academics, thinkers and practitioners. Whole Education is also a response to what many observers and commentators identify as a weakness of the English and many other systems: the gap between the outcomes achieved by the more disadvantaged and other students. Part of its moral purpose is to help to narrow that gap, underpinned by a belief that focusing on immediate outcomes and test scores is not enough on its own. The Network operates in the belief that it will only be through the commitment to an entitlement to a ‘whole education for all’ that any school or system will truly narrow the gap and make a real difference to the life-chances of all young people. School leaders and schools that have gravitated towards Whole Education seek like minds to share and, more importantly, develop both their thinking and strategies employed to help achieve their goals. At the heart of the change model underpinning Whole Education is the development of effective communities of practice that develop professional capital and unleash the creativity of teachers. Creating, embedding and sustaining a national self-funded school-led network committed to achieving longer-term aspirations rather than immediate needs is both inspiring and challenging. The pressure to respond to short-term targets in terms of student outcomes and accountability pressures has meant that the energy and resource tend to be focused on the immediate rather than the medium- or longer-term needs. Whole Education provides a powerful example of how schools that share common aspirations can seize the agenda, have real impact on students and demonstrate the potential of a self-improving school system.     

英国8年级教材“数学功能性技能”的内容及其评价

本文就英国新版8年级教材中的“数学功能性技能”的内容进行介绍,提出了对我国教材编写的几点借鉴:即关注生活主题的联系性,关注学生的数学思考过程,有具体的数学内容要求,以及评价标准的可操作性.     

英美学校赋权式领导：进展与启示

赋权式领导倡导在学校中“对领导去中心化”。它的兴起代表了领导研究的一个重大转向,领导不再是组织顶端的惟一改革来源和理想的设计者。影响赋权式领导的主要因素有情景、控制和自律、变革的来源与发展以及团队工作。     

英国中小学学科领导人的职权与素质研究

英国学科领导人以管理者、领导者、专业人员以及协调者等角色在学科领导、教学、教师专业发展和利用资源等方面担负着重要职责.为了更好地开展工作,他们需要具备知识、能力和态度等方面的素质.英国《国家学科领导人标准》以及英国学科领导人的发展现状对我国教研组长的发展与研究有所借鉴.     

英国约克大学的教学、科研及管理特点之我见

英国约克大学(University of York)是世界著名大学。本文将对约克大学在教学、科研及管理方式等方面做一简要介绍,并对我院今后的发展提出一点自己的建议。     

教育平等与英国教育发展

若从教育平等的角度考察英国的教育发展，英国教育发展则可明显地存在以下几个阶段：根据阶级、特权决定教育；依据考试成绩和智力测验决定教育；以综合中学为特征的形式上平等的教育；传授共同化和开设共同课程的教育。     

从住房和卫生条件的改善看近代英国的城市治理

城市化离不开城市治理。住房和卫生条件的改善．是近代英国城市治理的重要组成部分。在住房和卫生条件的改善问题上,英国经历了一个从自由放任、城市自治的混乱无序的状态到政府通过立法干预、依法治理的转变过程,取得了明显的成效,反映出城市治理的复杂性和在城市治理中政府的宏观指导作用。     

刍议都铎时代的圈地运动

都铎王朝统治时期 ,英国社会处于从封建制度向资本主义制度过渡的历史阶段 ,即资本原始积累时期。作为原始积累的方式之一 ,圈地运动在都铎时代第一次达到高潮 ,它是 14 - 15世纪英国社会大变动的产物。都铎时代的圈地狂潮具有直接暴力的典型特征 ,它包括掠夺公共土地、侵占农民份地、没收教会土地等等。圈地运动使耕地减少、牧场增加 ,这只是一种表面现象 ,由圈地引起的新旧生产关系的消长 ,反映了英国农业社会中资本主义成长的实质。就都铎时代圈地运动对封建生产关系的扫荡作用而言 ,它的历史意义决不在 17世纪中叶的政治革命之下。     

《长生殿》的主题思想究竟是什么?——《长生殿·自序》解读

重新解读《长生殿·自序》,开辟一条寻绎《长生殿》主题思想的新途径,得出该剧主题思想的新结论,使《长生殿》主题思想的研究走出困境,提高了《长生殿》的思想价值。