论人的个体道德生活和社会道德生活

道德生活是社会稳定和个体发展的基础.人的道德生活表现为个体性(内在性)和社会性(外在性)两方面,从疏远走向整合是两者历史发展的路径.在多元化、民主化社会的今天,德育更加凸显人道德生活的主体,培养具有独立、自主、创造、践履的道德健康人,不断提高生命的质量.     

Separated and integrated perspectives on environmental,economic, and social dimensions – an investigation of student views on sustainable development

The sustainable development (SD) concept is based on the idea that economic and social development should be linked to the environment. However, controversies about various associated issues often arise due to the differences in protagonists’ viewpoints, depending partly on whether they focus mainly on environmental, economic, or social dimensions and partly on ideological stances related (for instance) to the optimal ways of promoting economic growth and social justice. This study investigates views of 638 Swedish upper secondary students who responded to a questionnaire probing their views of SD from two perspectives. In the first, the dimensions were separately introduced, so the respondents only had to consider one dimension at a time. In the second, the dimensions were introduced in an integrated fashion, so the respondents had to consider effects related to all three dimensions. The results strongly indicate that the students’ views and priorities concerning the dimensions depend on both the perspective and the context. Implications for teaching and learning are discussed.     

领导人才品评价的AHP模型

“品德”是领导人才选拔与测评中的一个重要因素,选用领导人才,一贯坚持“德才兼备”的标准,坚持“任人唯贤”的原则。在当前变革与转轨时期,德更是被放到了前所未有的地位,因此,对领导人才品德的研究具有重要的理论和现实意义。本文试用AHP法来建立领导人才品德的评价模型。     

教育管理决策的适应思维范式

科学认识和价值认识发展轨迹的融合产生了当代教育管理决策的适应思维范式。在这种思维范式下 ,我们应该主动把握教育决策事件发展的统计因果关系 ;充分考虑到教育决策事件的经济价值、社会政治价值、科学价值、审美价值。在决策主体、决策方法和决策对象上应把握适度分权、非线性和自主性等全新特征。惟有如此 ,才能适应当前教育环境和教育教学改革需要     

教育技术学专业主干课程教材建设问题探析：信息道德教育的视角

信息道德教育是教育技术学专业不可忽视的重要一环。教材中包含的信息道德内容在一定程度上影响着信息道德教育的实施与开展。基于信息道德教育的视角,通过对教育技术学专业8门主干课程教材进行内容分析,发现教育技术学专业现行主干课程教材包含的信息道德内容较少,编排集中,完整性差,重于＂说教＂。课程编著者在今后主干课程教材的建设和修订中,应深入理解信息道德教育的内涵,革新信息道德教育的方法,加强信息道德教育与学科的渗透与融合,以达到良好的信息德育教育的效果。     

关于思想政治课教学现状及及其发展的思考——“05方案”思想政治课教学调查之后的探讨

以现行《思想道德修养与法律基础》(2009版)教材为蓝本设计问卷,随即选取了中部地区三所高校的大学一年级学生为调查对象进行问卷调查,采用SPSS12.0统计数据分析软件进行数据采集分析。结果表明:学生认同课程教学内容与方法,但对教学效果难有定论;德育课对大学生思想品质的影响各有不同;学生心理问题日渐增多,但心理辅导严重不足;"金钱至上"还是"人品至尊",学生有自己的价值标准。大学思想政治教育也应及时对当前的问题做出回应,以生为本,既服务好大学生的思想道德发展需要,又服务于国家政治发展需要。德育要向大学生课余生活延伸,课程体系的变革应该朝着一元主导与多元并存、稳定与开放、人的发展价值与政治价值相结合的方向发展。     

Emerging Educational Institutional Decision-Making Matrix

The ＂emerging educational institutional decision-making matrix＂ is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available： （1） shelving the technology; （2） putting the technology on hold and maintaining a watching brief until the technology matures in the market; and （3） researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level.     

略论科学领导决策原则与实施路径

在高速发展的现代社会,组织规模日益庞大,领导者的决策在其间发挥着至关重要的作用,决策后果的影响也愈发广泛,对领导者决策的科学性要求逐渐提高。为此,了解科学领导决策的涵义尤其是明确科学领导决策的原则,并在科学的决策体制下,遵循科学的决策程序予以实施,具有很强的现实针对性。     

初中道德与法治课骨干教师专业发展的个案研究

初中道德与法治课教师作为中学德育课程的实施者,其专业水平直接影响着育人的效果。本文选择某初中道德与法治课M教师作为研究对象,对其专业发展的四个阶段,即初入教坛的稚嫩教师、教学一线的新秀教师、笃行教辅的优秀教师、教研领军的骨干教师进行了深描,分析了影响M教师专业发展的影响因素,揭示其专业发展重要启示,以期为更多的初中道德与法治课教师提供专业发展的思路和借鉴。     

Moral education and values education in curriculum reform in China

In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods, this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University, one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education. __________ Translated from Global Education, 2002:12