当代教育功能观嬗变:从有用到有意义

教育活动对人命运改变和心智提升的双重性质,在实践中被异化为单纯及极端的有用性和事功性,形成教育本真性质与实践活动中的精神对立和冲突,消解了教育的价值和意义。教育的有意义功能强调教育对人健康心智和高尚品德形成的影响作用,强调教育应该使受教育者们的学习生活幸福和愉快。促使有用性教育观念向有意义教育观念的转化,是教育进步必须的理性路径。     

A different type of charter school: in prestige charters,a rise in cachet equals a decline in access

This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children.     

浅谈我省开放教育教学点建设与管理

教学点建设与管理是开放教育项目的重要组成部分。如何做大我省开放教育工作,必须从教学点建设与管理入手。本文结合我省开放教育发展的特点,对此项工作进行了介绍、探讨并提出了相应的建议。     

西塞罗法律教育思想及启示

作为一名法学家,西塞罗继承了古希腊的法律思想并结合罗马的现实政治形式构建自己的法律思想体系。其法律思想在西方法律思想史上有着举足轻重的作用。因此,对其法律教育思想进行探讨,分析其法律教育思想形成的基础、基本内容及学习法律的方法,不仅可以丰富对其教育思想的研究,而且对我们当前的法律教育具有重要的启示作用。     

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.     

1955—1997年日本教育经费的统计研究

文章从统计角度研究了1955-1997年日本教育经费的数量变化、各级各类教育经费的变化、各级教育的生均教育经费、经费的各种来源、在国民经济中的比例，以及日本教育经费多的原因，指出日本领导人的看法决定了日本教育经费的充裕，以及我国传统的“富、教”的顺序也该改改了。     

“第三条道路”与当前英国教育改革

“第三条道路”是布莱尔政府为适应知识经济时代的需要所推行的一套“中间偏左”的政治哲学。在这种基本理念的指导下,英国工党政府在经济模式、福利制度以及教育体制等方面进行了一系列的改革。     

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.     

解耦理论与教育科研方法创新

将解耦理论引入教育科学研究，力求运用控制论和系统论的观点创新教育科研方法，使定性研究与定量研究和谐统一，提升研究结果的有效性。