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231.
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
232.
全人教育思潮的兴起与教育目标的转变 总被引:26,自引:0,他引:26
全人教育作为一种教育思潮,在联结、整体性和存在三个基本概念和原则的基础上,全人教育的倡导者认为教育不仅要实现个体在智力和职业能力方面的发展,而且要实现个体在生理、社会、道德、伦理、创造性、精神各方面的发展,重视教育过程中的经验、选择与合作.这对教育目标产生了很大的影响,引发了教育目标的转变. 相似文献
233.
Alexei Matveev Olga Matveev Vassily Zhukov 《European Journal of Engineering Education》2005,30(3):321-328
Education and training serve as critical elements of advancement of a nation’s economy in transition. The restructuring of the power engineering industry in Russia has called for a fast implementation of new management system in electric power engineering and radical training of professional managers at different levels in organizations. Management training in electric power engineering in Russia has been implemented by (1) preparing highly professional managers in higher education institutions and technical universities and by (2) improving the management skills of practicing managers in technical universities and educational centers of different power energy companies. This article reports the experience of introducing a new discipline ‘Management in Electrical Engineering’ at the Moscow Power Engineering Institute (Technical University) and reflects on training managers in electric power engineering at higher education and corporate educational centers. 相似文献
234.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
235.
“互联网+教育”是推动教育变革的有效手段之一,通过互联网可促进优质教育资源均衡发展,有利于实现区域基础教育的均衡发展,但这要求中小学校长要具备较高的信息素养和综合应用信息技术进行学校管理的能力。开展相关培训是提升中小学校长信息素养的一种有效方式,基于对“三区三州”中小学校长信息素养的调查分析,通过基于设计的研究活动,开展云南怒江州、四川凉山州中小学校长信息素养提升研究。遵循可适性、设计性、调节性和总结性原则,构建了中小校长信息素养提升模式整体架构,以期为今后的中小学校长信息素养提升培训提供参考,助力区域教育信息化均衡发展。 相似文献
236.
古良琴 《黔南民族师范学院学报》2003,23(5):64-68,80
先秦儒家道德教育从教育与自我教育两个方面突出强调一个“情”字,提倡道德教育要关心人的情感,要求道德主体从自己的内心体验,过渡到体贴对方的心情;强调道德主体“自德”精神和行为,对今天学校道德教育仍具有宝贵的借鉴意义。 相似文献
237.
20世纪以来,科学技术已占据了优先发展的地位,但同时也给教育评价的发展带来了许多问题。对我国教育评价存在问题的论述,目的在于对我国教育评价工作有所帮助。 相似文献
238.
239.
关于高等职业教育特色的几点思考 总被引:1,自引:0,他引:1
办出特色是高职教育发展的生命线,高职教育应体现高职的特色,专业设置,师资队伍建设,实训基地建设等方面。 相似文献
240.
张雪梅 《延安教育学院学报》2007,21(2):6-8
在西北革命史上,主要由陕西文化教育界进步民主人士组成的西北民盟组织是一支不容忽视的力量。在其整个历史进程中,中共对其组建和各类活动,给予了积极的支持与鼓励,最终促成其实现了历史性的飞跃。 相似文献