高等职业教育面临的机遇、挑战及发展对策

本文初步分析我国教育改革的进一步深入，社会经济的发展给高等职业带来的机遇，陈述了社会上超前的择业观念，就业压力、奢侈的人才消费以及普通高校的不断扩招等几个方面对高等职业教育的冲击，探讨高等职业教育的发展思路，提出相应的发展对策。     

我国专科教育现状分析及发展战略构想

本首先分析了当前我国专科教育所面临的发展困境与成因，进而提出了改革我国专科教育体制、建立新型专科教育运行机制的构想与相关的政策性建议。作认为，作为高等教育的一个重要组成部分，专科教育为我国的社会主义教育事业作了重要贡献，但目前又进入到一个新的发展转型期，挑战与发展的机遇关存；改革计划管理的约束的体制，寻求办学效益和社会效益的统一，建立起与社会主义市场经济体制相适应的专科教育体制与机制，实现教育体制与学校功能的战略性调整，是现阶段专科教育改革发展的必然趋势和重要条件。     

创新管理,建设创新型高校

建设创新型国家是中央做出的国家未来发展的重大战略决定。建设创新型国家需要大量不同层次的创新型人才作为支撑。高等院校作为培养具有创新精神、创新意识和创新能力高素质人才的主阵地,是国家创新体系的重要组成部分,承担着科教兴国和人才强国的双重使命,在建设创新型国家中具有不可替代的重要作用。高等院校进行教育创新、科技创新,首先应当进行管理创新。     

多维立体发展:我国高等教育大众化的理性选择

马丁.特罗的高等教育大众化理论在中国备受推崇,但其影响所及问题也层出不穷;需要对其理论的"普适性"进行反思。特罗的"量变带动质变"理论已在我国"扩招"实践中受到质疑,我国高等教育大众化要处理好数量、质量、结构和效益及其关系,走综合提高、多维立体发展之路。     

高等职业教育组织管理的思考

高等职业教育是传承科学技术和文明的重要媒介组织,是教育事业中与经济社会发展联系最直接、最密切的部分,提高其自身的管理水平,有利于促进教育与经济社会发展的密切结合。文章通过对高等职业教育组织管理现状的分析,提出了今后高等职业教育改进和发展的若干思路。     

基层电大远程开放教育环境下必要的学习支持服务

随着远程开放教育的发展，如何为学习提供完善的学习支持服务已成为教育机构着手研究的重要课题。本在基层电大实践的基础上就此提出了自己的一些看法。     

高职教育必须走特色发展之路

高职教育作为职业教育的一种类型，惟有特色鲜明，才有立足之地，才有发展潜力，中从转变教学的评价观念到人才培养模式的确定，从师资队伍建设到实践能力培养，以及如何拓宽就业渠道等几个方面，论述了如何形成和强化高职教育的办学特色。     

Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education

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.     

全人教育思潮的兴起与教育目标的转变

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.     

Nurseries and emotional well‐being: evaluating an emotionally containing model of professional development

Despite official endorsement of attachment principles in nursery work, these are often not translated into nursery practice. One possible reason for this is that staff training does not sufficiently address the personal implications and anxieties that children's attachments may entail for practitioners. Working from a psychoanalytic perspective on organisational functioning and group learning, this paper describes action research with a group of nursery heads who participated in a professional development programme designed specifically to explore emotional experience in professional work. The positive evaluations of the programme by heads and their staff are described including examples of experiential learning and of increased staff awareness about, and responsiveness to, the emotional experience of children. However, the research also concluded that sustained effectiveness of the model is likely to be dependent on an ongoing culture of attention to the emotional experience of nursery staff within nursery umbrella organisations.