再论如何正确认识高等教育"适应论" ——与展立新和陈学飞商榷

高等教育"适应论"是特定历史条件下的规律理论,正确认识高等教育"适应论"必须正确处理好"逻辑性"与"历史性"的关系;规律是带有一定程度(最低程度)价值判断成份的事实判断,正确认识高等教育"适应论"必须正确处理好"应然"与"实然"的关系;列宁"规律是关系"的经典论断是高等教育"适应论"的分类依据,正确认识高等教育"适应论"必须正确解读列宁的"规律是关系"的经典论断;马克思主义的社会再生产与高等教育的知识再生产在性质上完全不同,正确认识高等教育"适应论"必须正确区分马克思主义的社会再生产理论与所谓的高等教育知识再生产理论.如果不能正确理解这些,就可能会产生对高等教育"适应论"的误读和误构.     

对新时期高校体育弱势学生群体体育教育改革的审视

通过对相关文献的归纳梳理,对当前高校体育弱势学生群体体育教育改革的可行性进行剖析,指出了新时期高校体育弱势学生群体体育教育面临的主要问题:课程地位过度边缘化;理论研究与实践严重脱节;政策、法规和监督机制的不完善;课程体系的混乱;课外体育活动组织的缺失。在此基础上,对高校体育弱势学生群体体育教育的发展进行展望。     

我国英语学习者中介语僵化现象研究述评

国内中介语僵化现象的研究内容主要集中在多种理论下的僵化的成因研究、学习者书面语僵化研究、学习者口语僵化研究和不同群体的学习者中介语僵化研究四个方面,但同时国内的僵化研究仍然存在不足之处。     

奥尔森集团理论下高校社团管理的探析

高校社团是一种蓬勃发展的自治组织和新生事物,在塑造特色校园文化、活跃"第二课堂"教学、增进情感交流等方面起到了纽带作用,深受大学生和社会认可。同时高校社团存在集团准入机制无序、集团运行机制无效、集团分利机制造成"搭便车"等现象,奥尔森的集体行动理论以具有共同目的和利益关系的集团为分析对象,探讨了参与集体行动多种组织的行动原理与准则,而组建小规模集团和相容集团,有选择性的激励方法和提供公共产品等解决集体选择无理性的方法,则为进行高效社团有效管理提供了路径选择。     

我国近十年高等职业教育专业群研究综述

通过对近十年有关专业群的研究文章的梳理分析,专业群的研究主要集中在专业群概念、专业群的意义、专业群构建的原则和方法以及专业群建设内容等方面,并根据分析指出了研究的不足,为专业群研究的进一步完善提供方向。     

论高等教育外部治理的市场机制

作为一种准公共产品,高等教育在引入市场机制进行外部治理的过程中,出现了经费市场、师资市场、生源市场、院校市场以及技术服务市场等,通过竞争、选择、多元等市场规则影响着高等教育的发展.由于市场机制本身存在缺陷,在将其引入高等教育领域时,需要政府相关政策法规来规约高等教育发展中的市场行为,多方参与,弥补市场的不足,促进高等教育外部治理顺利进行.     

论大学生"生态化"诚信系统的构建

基于高校大学生群体社会道德文化现状,探讨以量变实现高校大学生群体诚信建设质变的可操作方式、以校园为阵地的"生态化"诚信建设的发展模式以及以社会主义核心价值观为指导思想做好高校大学生思想政治教育的可能性.     

伽达默尔的内在话语探析

内在话语是伽达默尔解释学普遍性的基础。奥古斯丁对伽达默尔的重要启示在于将语言问题导向了内在话语,并且他所揭示出人类话语的不完满性、过程性等特点为伽达默尔开显外在话语的积极意义奠定了基础。伽达默尔在托马斯?阿奎那关于内在话语的探讨,特别是人与神的区别中,发掘出了丰富的资源,强调了语言与事物的直接联系,以及其事件性质。在伽达默尔那里,内在逻各斯与外在逻各斯的统一是一个辩证法的过程。     

The role of leadership in small scale educational change

By investigating the factors facilitating and hindering a small scale educational change, this study highlights the crucial role of leadership in designing and implementing an educational change at a transnational university in Vietnam. During its initiation stage, the programme leaders seemed to fail to (1) set up a clear schedule for changing, (2) assist external advisory groups in providing training sessions and (3) clarify the responsibilities of external advisory groups. At the implementation stage, programme leaders and teachers were less likely to (1) develop the collective knowledge and understandings required for ongoing instructional improvement, (2) adjust the teaching quality control system and (3) cooperate with advisory groups. The lessons that can be learned include (1) mutual trust between stakeholders is vital to its successful implementation as it may determine the level of efforts stakeholders would make, (2) preparations should include clarifying stakeholders' responsibilities and the accountability system and (3) the external advisory groups need to be properly managed from the very beginning of the change.     

Identifying teaching groups as a basis for academic development

Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in joining communities, this research looks at the existing contexts around academics, which it refers to as ‘teaching groups’. It is proposed that every academic involved in teaching belongs to at least one teaching group, formed by colleagues teaching in the same course, degree or subject and that teaching groups form relevant contexts for engagement with teaching. The research investigates how teaching groups compare to communities and finds that less than half of teaching groups named by participants have strong community characteristics, indicating large space for improvement in the remaining majority of groups. The suggestion is made that identifying teaching groups across an institution might provide a promising starting point for engaging a majority of academics and working with these academics towards increased interaction on teaching in open and trusting collegial atmospheres.