改革开放30年民族高等教育政策的演进

随着社会历史的发展,我国的民族高等教育政策不断进行着改革与调整。改革开放30以来,我国民族高等教育政策的发展可以分为三个阶段：社会历史转折期的民族高等教育政策（1978年——1984年）,全面改革时期的民族高等教育政策（1985年——1997年）,社会深刻变革时期的民族高等教育政策（1998年——2008年）。我国民族高等教育政策发展的未来走向：（一）在政策制定上,要拓宽民族高等教育资金来源的渠道。（二）在政策发展上,要开展民族高等教育的立法工作。（三）在政策落实上,要提升民族高等教育的特色课程与特色专业建设。     

十八世纪法国的高等法院与启蒙运动

在18世纪的法国,焚毁启蒙书籍的高等法院并非只是启蒙运动的敌人,实际上启蒙思想已经渗透到了这个古老的司法机构之中。启蒙哲人也绝非欲以理性的力量涤荡一切传统,他们(除伏尔泰之外)在意识到高等法院之弊端的同时仍希望维护其政治地位。此外,打击高等法院的莫普改革所引起的舆论战,客观上有利于启蒙思想的广泛传播,推进了政治启蒙的进程。     

How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds

A number of authors have investigated the impact of early childhood education and care programs on the development of children. Often they have focused on the effects on children from socio-economically disadvantaged families. To assess the effects of various preschool programs on cognitive development, recent key studies were reviewed. In addition, the extent to which these programs could establish equal educational opportunities for children from different social backgrounds was evaluated. Program start, intensity, and duration were considered. The findings indicate that the vast majority of recent early education and care programs had considerable positive short-term effects and somewhat smaller long-term effects on cognitive development and that in relative terms children from socio-economically disadvantaged families made as much or slightly more progress than their more advantaged peers. Despite this, early childhood education and care cannot compensate completely for developmental deficits due to unfavorable learning conditions in disadvantaged milieus. Implications for research and policy are discussed.     

学习型城市建设中电大数字化学习的社会保障

数字化学习是当今这个知识经济时代人们普遍看好和接受的学习方式,作为整个国家、社会知识经济发展的辐射中心,学习型城市的建设理所当然地要依赖这种学习方式,然而,在这种学习方式风靡城市的时候,为广大社区居民提供良好的数字化学习社会保障,就成为一个无法回避的严峻课题。基于此,本文提出,电大在参与学习型城市建设当中,一定要注意解决好数字化学习的体制机制保障、政策法规保障、服务平台保障、教学资源保障、居民需求保障、经费支持保障六个方面的问题,为此本文还根据北京、天津两个城市电大的有关实践经验,提出了自己的建设性建议。     

中日教育近代化进程的差异性原因分析

文章分析了中日两国在教育近代化的过程中存在着教育思想、士人教育以及改革主体等方面的差异,提出中日两国不同的历史、文化传统、地理位置以及社会性质等因素是产生不同结果的根本因素。     

对《五四指示》不彻底性的新认识

抗日战争胜利后,根据内战危机十分严重,解放区广大农民强烈要求进行土地改革的新形势,中共中央制订了《关于清算减租及土地问题的指示》（即《五四指示》）,将党在抗日战争以来实行的＂减租减息＂政策,改变为实现＂耕者有其田＂的土地政策。它是党在农民土地问题上由削弱封建剥削向变革封建土地关系、废除封建剥削制度转变的一个过渡性政策,具有不彻底性。但在当时特殊的历史条件下,这种不彻底性具有一定的合理性和必要性。对这一问题的重新认识,有利于我们进一步客观评价《五四指示》的历史作用,深化对党土地改革政策的理解。     

Social responsibility and community development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras

This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT¹, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students’ statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused approach.     

Social studies teacher candidates' views on the controversial issues incorporated into their courses in Turkey

Incorporating controversial issues into pre-service teacher education provides teacher candidates with opportunities not only to gain effective civic competence but also to develop skills and experience in their teaching of controversial issues. The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class. This study also introduced the idea that teacher candidates experiencing controversial issues in pre-service teacher education can gain positive attitudes towards teaching such issues in their professional lives and can form their own teaching strategies. Teacher candidates came to believe that good teachers should include controversial issues related to the course content and both teachers and teacher candidates should prepare for their discussion phase.     

“电大”：广播电视大学社会认同的象征符号

社会认同广播电视大学带来的关于高等教育的平民式平台,在这一认同过程中＂电大＂成为广播电视大学的象征符号。广播电视大学当前的低位运行,外源于普通高校和民办高校的双重冲击,内在于自身建设无法满足社会认同的压力。破解挤压难题,在于攻难点、选焦点、创亮点,推进以＂电大＂为核心的文化力建设。     

基于社会工作的高校帮困育人体系的构建

伴随高等教育体制改革的深入,高校家庭困难学生教育成为社会各界关注的问题。作为专业性的助人活动,社会工作在救助社会弱势群体方面发挥重要作用。将社会工作引入高校贫困生教育,构建基于社会工作的高校帮困育人体系,可有效增强教育工作的实效性。