组织文化的新向度：学习型文化

学习型组织文化在当代的兴起和发展有其必然性。学习型组织文化是构建学习型社会的基石,是保证组织不断创新的充分条件,是员工全面发展的重要途径。在组织中培育学习型文化的主要环节包括:确立组织的共同愿景、培育团队精神、制定以学习为导向的激励政策、加强员工培训、注重能力建设、鼓励员工个人学习。     

Issues in Adopting a Laserdisk-Based Science Curriculum

We examined the implementation of a laser-disk based science curriculum in an elementary school. The goal was to develop a richer understanding of the principles for designing a curriculum that will adequately support teachers in adopting a learner-centered framework. Issues included: who has ownership of the classroom discussion; what types of activities are engaged in terms of the constraints imposed; and what is the teacher's response to the specific tools provided (the teacher's guide, the Circle of Learning, and concept maps). In addition to looking at the implementation pattern, we also examined the impact of the implementation on student attitudes and anxiety toward science. Results indicated little adoption of the curriculum, and teachers continued to maintain a high degree of control in the classroom. However, results also indicated significant effects of the curriculum on science attitude and anxiety. Suggestions for future research are included.     

返本归真自娱自乐--北爱尔兰早期教育课程简介

为了分析儿童自发性活动与成人指导性活动相关的早期教育课程 ,北爱尔兰教研人员在 71所不同类型早期教育机构开展了调查活动。主要调查早期教育机构全学年中具有代表性的一天的课堂活动。调查记载儿童参与的活动项目、活动内容、活动设施、参与儿童活动的成人和父母数量以及成人参与儿童活动的时间。调查结果表明 :在大多数接待班 ,早期教育儿童课程偏重于成人指导性方法 ;而大多数日托所、娱乐班、保育学校更倾向采用儿童自发性方法     

谈高职秘书专业人才培养方向与课程设置

创办于20世纪80年代的秘书专业与培训，主要是为党政机关，事业单位输送大量的秘书专业人才，随着政治体制和经济体制改革的深入，高职秘书专业教育的培养方向应从传统的培养党政机关行政秘书模式转位到为适应社会主义市场经济需要的企业职业秘书上来，由此必需相应调整课程设置，注重教学内容和教学方法的改革。     

对幼儿园课程改革的再思考

幼儿园课程是为实现幼儿园教育目标而组织安排的全部教育活动。其改革需从教育观念的转变，教育内容的更新，课程设计的实施各方面进行，以体现幼儿园课程的生活化、综合化、具体化、多样化。     

多元化教学在中西医结合专业儿科学教学的应用

根据中西医结合专业儿科学在中西医结合专业人才培养中的地位,从中西医结合儿科学课程的教学目标出发,结合学生的学习特点和教师的教学实践,研究多元化教学方式方法在中西医儿科学课程教学中的应用,具体探索案例法、互动法、模拟法等教学方式方法的实践,完善人才培养过程,提升人才培养质量。     

乡土资源课程给孩子们带来的乐趣

幼儿园教育的基本原则是保教相结合的原则;以游戏为基本活动的原则;教育的活动性和活动的多样性原则;结合这些原则本着玩中学,学中玩的教育目的,利用农村得天独厚的自然资源,巧借这些乡土资源,因地制宜地引导幼儿进行科学的、系统的教育活动。如何有效地利用这些乡土资源,使它们成为幼儿教育所需要的物质条件,成为幼儿学习的财富呢?     

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.     

权力多极化的课程权力定位——超越中央与地方的思维框架

在已有课程权力定位的基础上，克服集权与分权的困境，建立以市场经济为背景、市民社会理论所阐述的权力多极化的课程权力定位。其以分权为基础、以细分课程权力为手段，各种权力由相应的权力主体行使而不是笼统地提集权、分权或共有的课程权力分配体制，其核心是向社会分权。     

面向21世纪我国民族院校课程体系结构模式的选择

民族院校课程改革的目的，是使其更能适应少数民族地区经济和社会发展的需求，这就需要对我国现行的课程结构予以分析，以建立与国际课程接轨的我国民族院校课程结构模式。该模式的构想是：在课程要求上，应承认差异，因材施教，强化素质教育；在课程目标上，体现民族高等教育的特殊性；在课程内容和体系上，应从国际课程发展的整体趋势，考虑民族院校课程的整体优化。