试论孔子的人才及教育观

“文质彬彬 ,然后君子”体现了孔子德才兼备 ,表里如一 ,君子不器的人才观和质 (人的本质 )文 (文饰或人文化 )结合 ,注重躬行的教育观。它对当前我国的人才培养具有重要的启示意义。     

带钢热连轧机液压AGC变刚度分析

文章论证和分析了本钢引进的德国AEG公司厚度控制模型算法与我国自行研制的动态设定型变刚度理论之间的关系,从而证明了动态设定型变刚度原理用于本钢热连轧厂的液压压下系统是可行的,并实现了变刚度控制。     

Positional matters: school leaders engaging with national equity agendas

ABSTRACT

This paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests.     

基于课程创生视角的高校信息化教学探讨

随着现代信息技术的发展,高校运用信息化教学手段进行教学已经比较普遍,但是其效果并不明显,原因也是多方面的。为了利于学生的学习自主性、主动性、合作性和创造性的发挥,提高学生学习能力、分析问题和解决问题的能力,笔者从课程创生视角出发,分析了高等教育人才培养的需求与当前课堂传统教学的瓶颈问题,探讨了信息化教学与课程创生教学结合的发展思路,重点从课程实践和操作层面阐述了进行课程创生教学的高校信息化教学设计问题。     

The inspirited nature of mindful curricular enactment’s community (re)making

Intertwining case study with practitioner inquiry, a research team seeks language for the conduct of mindful curricular enactment in an alternative public middle school. The school is committed to valuing students’ narratives of experience, the resources all bring to the school, and the given particularities of contexts, subject matter, and situations, as the makings comprising learning within and through community. A collaborative approach to inquiry that involves all team partners in the research process and engages the unique strengths that each brings focuses on how this alternative school provides a case for accessing how and why mindful curricular enactment orients accordingly. It is the makings forming this curricular movement, and the room found within these makings to reorganize and reconstruct thinking, that primary attention is oriented towards. Deweyan ‘roominess’ negotiated through such curricular enactment is documented as mindful attention to curriculum-making that fosters the needed room—the conditions and supports sustaining an individual/collective movement of thinking. Such movement is revealed as necessarily receptive, inciting community (re)making. Its inspirited nature is revealed through participatory modes of being and associated habits embracing knowledge-making as generative, elemental to being human, in need of other(s), assuming temporal/spatial agency, and interdependent with imagination, instilling embodied understandings.     

The ethics of competition: accountability policy enactment in Chilean schools’ everyday life

ABSTRACT

Public policies have a moral order, an ethical horizon. They offer a vocabulary of imagined micro-policies. Using the case of Chile, this paper examines the ways in which accountability policies are reworked within schools and how they affect actors’ subjectivities. It adds new findings to the existing body of research on school accountability policies, offering in-depth evidence based on the case of Chile, which has a high-stakes testing model and a widespread competitive voucher system. The research is based on case studies of ten public and private subsidised schools, framed by a sociological perspective of policy enactment theory. The research findings show the ways that accountability policies are recreated, expanded, and intensified at the local level, permeating an ethic of competition. The analysis focuses on three qualitative trends: school actors’ sense-making of test scores and labels; zones of safety and risk for teachers under an accountability regime; and the emergence of a sticky web of persuasion, surveillance, and coercion among school members in order to improve performance. The practices examined are not understood as ‘secondary effects’ or an ‘implementation problem’, as if they occur unconnected from the policy rationale. The outcomes are consistent with the policy itself in interaction with school life.     

The state steers by remote control: Standardising teacher education

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.     

Children’s friendships in diverse primary schools: teachers and the processes of policy enactment

Abstract

Drawing on data from a project exploring children's and adults’ friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children’s friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers’ understandings of children’s friendships seek to govern children’s friendship behaviours, we turn to Foucault’s work to explore how power shapes relations between policy frameworks and teachers’ practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers’ ‘common sense’ understandings of children’s friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships.     

Health and wellbeing and wider achievement: An analysis of teachers’ practices and learners’ experiences in Scottish secondary schools

There is a heightened policy expectation in Scotland that a greater curriculum emphasis on health and wellbeing (HWB) will positively contribute to learners’ reflections on their wider achievements. However, in terms of policy enactment, relatively little is known on the interrelationship between HWB and learners’ wider achievements. To address this limitation, data was gathered from four secondary schools in East central Scotland via an online survey, eight learner group interviews and eight teacher interviews. Findings indicated that learners’ grasp of how HWB connects with their broader achievements was generally vague and imprecise. Despite many areas of positive self-reporting learners’ progress was hampered by their lack of confidence in speaking in front of others and modest sense of school belonging. In addition, the practice gains anticipated through making HWB a more central feature of all learners’ broad general education were constrained by teachers’ variable level of engagement with their new roles and responsibilities, and by logistical problems in recording learners’ achievements. Further research which collects more extensive data on the weaknesses identified and on understanding learners’ HWB experiences better would contribute to a more insightful analysis of how schools enact policy and record achievement.     

Enacting whole-school relationships and sexuality education in England: Context matters

Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.