高等教育现代化的概念、定位与实现路径

高等教育现代化是在遵守教育规律和人的成长规律的前提下,通过引进、内化与改革各种教学方式,提升人的文化程度,增强人的现代性,实现人的现代化。普及化是高等教育现代化的基础定位,高质量是高等教育现代化的核心定位,公平化、人本化、开放性是高等教育现代化的具体定位。五大发展理念是高等教育现代化的实现路径,创新是高等教育现代化的动力,协调、绿色、开放是高等教育现代化的具体落实,共享是高等教育现代化的目的。     

Keiyo Cattle Raiding, Kechui Mathematics and Science Education: What do They Have in Common?

In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics.     

对中小学实施英才教育的思考

纵观当今世界，英才在国家的发展中起着举足轻重的作用，而英才的涌现需凭借英才教育的大力发展，因此，必须从时代的发展，人的发展，以及教育自身发展的高度充分认识实施英才教育的重要性，使英才教育成为我国教育发展不可或缺的重要的战略目标，当前，在我国发展英才教育还存在诸多困难，既要充分解放思想，更新教育观念，又要做好教育制度的创新工作，为英才教育的发展创造条件，为英才的脱颖而出开辟新的天地。     

Useful citizens,useful citizenship: cultural contexts of Sámi education in early twentieth-century Norway,Sweden, and Finland

Abstract

This article investigates Sámi elementary education in early twentieth-century Finland, Norway, and Sweden. The main focus lies on cultural contexts that frame and limit language use. The key analytical concepts are useful citizen and useful citizenship. Through these concepts the article probes the ways in which governmental educational authorities and Sámi teachers talked about education and citizenship. Studying these concepts and the cultural contexts behind them sheds light on the formation phase of Nordic citizenship. Full-scale citizenship was not offered to all individuals inside the nation state. Where it was, it had certain conditions that excluded cultural elements of minority populations. Sámi teachers defined citizenship mainly within the Norwegian, Swedish, and Finnish nation states. However, some tendencies towards a more cross-national notion of Sámi identity can be discerned.     

论建立东方心理咨询模式

在多元文化背景指导下有多元文化咨询.本土心理学是在某一种族或文化群体中产生、发展,并适用于该种族文化群体.它阐述该种族的心理体验,理解种族个体现实的心理生活.因而在本土心理学的指导下也就有了本土心理咨询.笔者认为只有适应且能解决本土心理问题的心理咨询模式,没有也不可能去建立所谓的东方心理咨询治疗模式.     

规约与重释:比较教育研究中几个基本问题的检视

理性地审视比较教育的研究现状,存在着比较教育概念泛化、学科界限不明、研究者语言与文化语境匮乏以及研究立场偏狭等问题。这些问题应引起学界的关注与思考。     

更新教育观念 积极推进高师化学教学改革

新一轮国家基础课程改革已在各级各类学校积极展开,高师化学课程教学如何紧紧跟上时代步伐,更新教育教学观念,充分发挥化学实践性学科的特点,积极推进化学教学改革,以实现通过素质教育培养创新人才的历史性跨越,是我们必须努力探索和实践的课题。     

Philosophy of being and becoming: A transformative learning approach using threshold concepts

Transformation has been the fundamental basis upon which education has always stood, as without transformation in mind, education would seem purposeless and undirected. This would imply that the objective of providing information in education is not just to gain knowledge but to achieve the desired transformation in character or behaviour by applying the knowledge learnt within ourselves. Based on how information is interpreted and managed, the philosophy of information influences our states of being and becoming which have an impact on our understanding of the information world. This paper discusses the philosophical aspects of being and becoming in relation to transformation, and threshold concepts are explored as a means of achieving transformative learning.     

教师教学积极性：有效教学的关键

评价一堂课的优劣通常有五项基本指标,即：教学重点是否突出、教学难点是否突破、教学组织得是否严密、教师和学生的积极性是否充分发挥、教学的目的是否达到.其中“教师的积极性是否发挥”是一项关键的指标,它关系到其他几项指标的完成和实现,而教师教学积极性得以充分发挥的要件是：一个良好的教学环境；一个健康、乐观、和谐和积极向上的班风;教师对教育事业的热爱、渊博的知识、极强的语言表达能力、熟练的教学方法和技巧、良好的道德素养,以及非凡的人格魅力,乃是教师充分发挥自身教学积极性的关键。     

The truth,but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims

ABSTRACT

Introductory students regularly endorse naïve skepticism – unsupported or uncritical doubt about the existence and universality of truth – for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student – for example, a desire to avoid engaging with controversial material or a desire to avoid offense – naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible.