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.     

教育本质的回归——构筑指向生存的农村教育

农村教育问题一直是理论界比较关注的问题之一,农村教育要和城市的教育保持一致,这是个二难问题,农村教育究竟该何去何从,笔者认为解决这一问题的前提是要重新审视农村教育。关键是要弄清楚:一、农村教育是什么的问题;二、农村教育怎么样;三、农村教育为谁的问题。最后我们才可以得到怎么解决农村教育问题的答案。     

高校音乐教育专业招生考试的探究

本文建议国家除了出台一年一度的普通高等学校艺术类专业招生办法而外,还应当统一制订一个科学、严谨的高校音乐教育招生专业考试办法,规定专业考试的内容和形式,统一专业考试的成绩评定,规范专业考试管理,让专业考试更加公平公正,科学而准确地选拔人才,确保生源质量;同时也方便学生应考;更为重要的是有利于高校音乐教育专业的教学,有利于音乐教育专业人才的培养。     

主体性教育改革的内在人文导向

尽管素质教育改革提出了多年,但是教育者总是难以摆脱对传统教育的文本化、应试化和封闭性等方式的缠绵情结。传统教育的诸多不良方式根源于科学与人文的分野,科学理性盲目地控制和操纵了人文理性,造成人文取向错误。针对这些现象,主体性教育改革所包括的三种基本方式,即创新教育、素养教育、完人教育,都有其内在的人文导向。     

社会政策理论研究综述

社会政策理论研究的成果可从社会政策的结果和过程两个方面概括,从社会政策结果的角度看,包括对社会政策的概念、学科地位、价值目标、与相关学科的关系、国外社会政策的经验等研究;从社会政策过程的角度看,包括对政治精英在社会政策制定中的主导作用、社会政策执行过程中的系统观点、正式规则与非正式规则、政策的评估模型等的研究。     

教育科学概念辨析——关于教育目的和教育目标、教育目的和培养目标两组概念

教育科学学科领域概念混淆的现象普遍存在。我国现代教育理论本为移植西方之行为。中文和西文之间寻找对应词也是一件困难的事情。所以我国教育学学科领域概念混乱现象更值得关注。本文旨在从中文语言学的角度追根溯源,探索教育目的和教育目标、教育目的和培养目标两组概念的区别,以供教育理论研究者参考。     

Creating a distinctive business career outcome programme

This article describes how a small private business school, accredited by the Association to Advance Collegiate Schools of Business, reengineered its career services programme to become a premier programme in the United States. Drawing on theory of involvement, the research gives business schools a strategy to improve business career placement through capital support, student engagement, corporate engagement, alumni engagement, faculty engagement and continuous improvement initiatives. Further, two major outcome categories (i.e. supportive outcomes and end outcomes) are identified and various measures are discussed. Supportive outcomes indicate growth in the number of on-campus business recruiting career events, high internship evaluations by internship supervisors and significant increase in students’ satisfaction with career services. End outcomes provide strong evidence for placement rate success with a 98% career placement rate for the past four years, significant increase on mean starting salaries of graduates across the years following the implementation of the strategic changes, improved quality of positions attained by graduates, and professional success of alumni in their positions. The impact of strategic changes on school ranking, enrolment and donor support are also discussed. The research proposes a model of student career success and identifies various elements influencing the success of such programmes.     

EFL teachers’ perceptions of English language policy at the elementary level in Taiwan

Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan’s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy’s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected through teachers’ interviews, classroom observation and document analysis. Results found that all ten teachers agreed with the policy for English as a compulsory subject at the elementary level. They observed both positive and negative sides of this top‐down policy. Classroom observation and interview data revealed that EFL teachers had to plan their English classes with the constraints on a large class of students with mixed levels of proficiency, limited teaching hours and resources. Parents’ expectations of and attitudes towards English learning also became an obstacle.     

论学术期刊栏目形态策划与编辑分类体系的建构

学术期刊特色栏目的策划和科学的编辑分类思想理论体系的建构,在推进学术期刊张扬自我学术优势和创造品牌的过程中占有十分重要的地位。当代我国学术期刊的学术栏目形态策划和栏目编辑分类思想理论发展趋势呈现出以下趋势:从综合性栏目→特色栏目→专题栏目,在整合的基础上由宽泛、分散向具体、专门与精细化递进,由粗放型栏目编辑分类向创造集约型、品牌型栏目编辑分类转换。学术刊物栏目的生成机理大致可分为原生形态、依托形态和争鸣形态。衡量栏目水平的标准包括:充分发挥刊物自身的独特优势且具有不可替代的特色,由栏目突破带动期刊整体的自觉优化,栏目的学术影响力和对社会发展的贡献等。     

An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus

This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.