新西兰中国"小留学生"现状分析及相关政策建议

近几年,由于新西兰大力推行教育出口战略,采取各种措施吸引国际学生,我国前往新西兰的留学生数量迅速增长,尤其是"小留学生"更是增长迅速.随着中国"小留学生"在新西兰数量的增多,许多问题也随之产生.本文在对新西兰的中国"小留学生"状况进行实地调研的基础上,认真分析所出现的各种问题和影响未来留学新西兰的主要因素,提出了有关中国"小留学生"留学新西兰和我国政府加强留学教育管理的有关政策建议.     

危险的转向:"爱国心"取代"个人的尊严"——兼论日本《教育基本法》(修正案)

2006年4月28日,日本内阁会议正式通过了《教育基本法》(修正案),并于同一天将该法提交国会表决,如本届国会通过该法案,那将是《教育基本法》60年来的第一次修订,"教育界的宪法"修订将是日本教育发生根本性改革的第一步.在基本法中加入培育国民"爱国心"的教育核心理念是备受争议的焦点,新增这样的表述正是日本执政党此次修订的主要目的.本文主要探讨"爱国心"的表述及其对日本教育的影响.笔者认为,这次修订是对1947年《教育基本法》的反动,它预示着未来日本教育将变得更为保守,战后的"民主式教育"恐怕会因此而划上休止符.     

面授辅导课在高校英语网络教学中的应用研究

面授辅导课在网络教育中被认为是支持学生自主学习的手段之一,在本质和功能上均有别于校园教育中的课堂教学。本研究以北京外国语大学网络教育学院开设的英语技能课程——“高级职业英语”和英语知识课程——“跨文化交际”为例,旨在调查建构主义所倡导的以学生为中心、基于学习任务的教学方法在网络教育面授辅导课中的实现程度、课程类型对实施此娄教学方法的影响及学生对它的反映和评价。研究方法包括调查问卷和统计学分析。研究结果表明：1.网络教育中学生对面授辅导课的需要和重视程度不容忽视;2．课程类型影响学生对面授辅导课的期望、教师的授课方法和学生评价面授辅导课的参考标准;3.作为自主学习的支特手段,面授辅导课在指导学习方法、培养学习能力、评估学习效果和提供情感支持等方面的功能还未得到师生两方面的充分认识和挖掘,研究者在此基础上为如何更好地发挥面授辅导课的助学功能提出了几点建议。     

The implementation of the Bologna process

Abstract

This study identifies the responsibilities of the bodies and institutions involved in the implementation of the Bologna Process. They include the levels of Europe, nations, higher education institutions, departments, degree programmes, teachers and students. The future planning is analysed using the Balanced Scorecard approach designed for the communication and implementation of the strategy. The approach is used to analyse the objectives of European education policy from the different perspectives. Strategic planning and quality assurance are most efficient when they are transformed into action at the closest possible point to teaching and learning.     

International inter‐organisational arrangements in higher education: Towards a typology

Abstract

This article attempts to provide clarity in the maze of international inter‐organisational arrangements in higher education. Developments that fuel the establishment of such linkages are identified. First, the changes in the production of knowledge, changes in resource dependencies and increased opportunities for interaction through new technologies, demand interaction with other universities and organisations, in activities that previously took place within the organisational boundaries of the university. In addition, universities increasingly cross national borders. Students, scholars and employers demand and value the experience gained through international experiences. Liberalisation of trade markets and new modes of delivery expand opportunities for transnational education and the need for inter‐organisational interaction. On the basis of several classifications of cooperation in higher education and using concepts from organisational and management studies, we develop a multidimensional typology of international inter‐organisational cooperation. Critical dimensions identified in this typology are size, scope, nature of integration and intensity.     

Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and academic development practices

Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper.     

Student-centred and teacher-centred learning environments: what students think

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments.     

Field Note: Standard Web Application for Information Exchange on Agroforestry in India

Abstract

Purpose

To explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives.     

On adventure therapy and the natural worlds: Respecting nature's healing

Abstract

This paper sets out to discover if the history of outdoor education, within the UK and more particularly Scotland, provides its modern exponents with a legacy of prescribed conservatism or alternatively a form of education which embraces, or is capable of embracing, diversity of theory and practice. It begins in the post World War II period entitled “out of the ashes” and charts the history decade by decade.

Secondary sources are used and include statutory instruments as well as the body of literature that relates to outdoor education. The paper has succeeded in adding to the literature through uncovering rarely used sources. Secondary sources have been supplemented by primary data in the form of interviews. The interviews were used to provide detail and fill gaps where secondary sources were lacking.

The time between the post-war period until the end of the 1960s charts the growth of outdoor education provision. This growth is characterised by diversity where common themes such as “fitness for war”, “character building” “social education” “recuperative holiday for socially disadvantaged young people” and “progressive education” emerge as competing and contrasting claims. Consequently it can be stated that outdoor education defies definition in terms of being a fixed entity of common consent, homogeneous over time and space.     

An ethic of care and educational practice

Abstract

This article explicates the theoretical framework of an ethic of care and outlines recommendations for applying the framework to practice in adventure education, offering possibilities for re-imagining organizations as centrally concerned with compassion and care. Focusing on the work of Gilligan and Noddings, we suggest an understanding of an ethic of care that is contextual, ungendered, and inclusive of both the private and public spheres of life, and draw parallels between this ethic and the philosophies underlying Outward Bound specifically, and adventure education more generally. Finally, we outline possibilities for organizing educational curricula around centres of care for self, others, and the natural world, using Noddings' suggested curricular components of modeling, dialogue, practice, and confirmation.