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.     

试论先秦儒家道德教育特点、方法及其现实价值

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。     

关于高等职业教育特色的几点思考

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。     

关于高校素质教育要义的断想

从素质、素质教育和高校素质教育的三个层面，阐述了如何正确理解其含义及特征的看法，并针对实施素质教育的内涵提出了较全面具体的现点。     

韩国中学GIS教育的状态及相关大纲研究

我国大部分中学地理教师应该在地理领域里引入G IS,但是他们对G IS并不了解。现在中学教育中有G IS内容,但还不够完善。由于硬件或软件等G IS环境的不完备,教师对G IS知识了解不够全面。地理课时间不足与地理课程教学大纲相关。G IS教育不兴的原因有:第一,按照国家教育共同基本科目、一般选修科目、深化选修科目等要求,对G IS学习目标划分不清;第二,没有按照各共同基本科目、一般选修科目、深化选修科目的学习内容水平分等级;第三,因为在独立的单元里同时运用G IS概念和应用,所以G IS教育的灵活运用受到了限制。     

留洋学者与南雍学术

在南京高等师范学校、东南大学时期,学校的学术研究极为活跃。究其原因,主要是占全校师资三分之二的留洋学者发挥了中坚作用。南高、东大作为“中国科学社的大本营”,“展开了中国科学的奠基工作,成为中国科学发展的一个主要基地”。以留洋学者为骨干的“学衡派”主张“昌明国粹,融化新知”;参与创办《新教育》,为中国教育界开辟了一条研究、借鉴西方教育的重要渠道;竺可桢、熊庆来、秉志、茅以升、胡刚复等一批科学大师将西方现代科学引进国内。     

Transformative and emancipatory literacy to empower

ABSTRACT

This paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-based literacy programmes in Scotland, are probed to show how literacy classes can offer spaces to challenge symbolic violence and facilitate learners to reclaim identities of success. These changes are illustrated from the learners’ views of the contrasts between their experiences of school education and literacy programmes that use transformative and emancipatory approaches. Our research demonstrates how critical education can open up spaces for a more equitable approach based on the co-production of knowledge. It is argued that making changes to policy and practice could inform and shape the literacy curriculum and its pedagogy if adult literacy can disentangle itself from instrumental approaches driven by neoliberal fusion and instead create critical space for contextualised and emancipatory learning.     

中学物理新课程教学理论与学生创新能力的培养

本文结合新课程教学理论与物理教学的发展，指出在物理教学中应加强学生创新能力的培养，并结合物理新教材的实验教学，论述了中学物理创新教育的理论和方法，以及培养学生的创新能力的途径。