探寻价值观问题的制度解答

针对现代化和全球化过程中日益突出的价值观多元与冲突问题 ,本文在重新审视解决这一问题的教育思路、政治思路、发展思路及市场思路的基础上 ,提出制度解答的新思路 ,认为无论就价值观问题的要求还是就制度的内在本性而言 ,这一思路都有充分的存在根据。制度的习惯、规则、规范、思维方式使多元价值观的协调和主导价值观的生成得以可能 ,而制度思维方式的培养、价值观科学的建立、知识分子建设性作用的发挥 ,则构成价值观问题制度解答的基本条件     

Distinctiveness of curriculum provision at 14 to 16 for students with learning difficulties: opportunities and challenges

In this article, Hazel Lawson, principal lecturer in education at the University of Plymouth, Sue Waite, a researcher at the University of Plymouth, and Christopher Robertson, lecturer in special and inclusive education at the University of Birmingham, discuss the curriculum for students with severe and profound and multiple learning difficulties at ages 14 to 16. This phase of schooling, referred to as Key Stage 4 in the English system, is characterised, in mainstream settings, by examination processes. Drawing upon research work carried out for the Qualifications and Curriculum Authority, they argue that developing a distinctive curriculum offer for students with severe and profound and multiple learning difficulties in Key Stage 4 presents both opportunities and challenges. Setting their argument in the context of current proposals for the reform of education between the ages of 14 and 19 in England, they highlight issues including the desire to maintain breadth and balance while meeting individual needs and preferences; progression towards more facilitative pedagogies and a diversity of contexts for learning; and tensions between providing continuity and introducing change intended to promote increased student autonomy. This article will be of direct interest to policy makers and practitioners in mainstream and specialist settings.     

主流心理学的困境与文化心理学的兴起——文化心理学能成为心理学的新主流吗

文化心理学是一个新兴的心理学取向 ,它的兴起在很大程度上建立在主流心理学的困境的基础上。它能够消除和弥补主流心理学的不足 ,解决主流心理学解决不了的问题。但它并不能替代主流心理学而取得心理学发展的主导地位 ,因为它也存在着这样或那样的局限性。事实上 ,二者之间的关系是互补关系 ,它们能够相互弥补对方的不足。因此 ,将来心理学的发展是多元并存融合、取长补短、共同发展     

Attitudes and Practices that Shape Children's Drawing Behaviour in Mainstream and Performing Arts Schools

Previous research shows that key parties involved in children's drawing perceive the value and benefits of art and drawing very differently. However such research has been restricted to the examination of children attending mainstream schooling across the UK. The present study therefore compared the views and practices of key parties involved in mainstream and performing arts educational contexts. Teachers and children were interviewed and parents completed a postal survey. Some 225 children, 115 of their teachers and 176 of their parents and carers formed the mainstream school group whilst 180 children, 42 of their teachers and 145 of their parents and carers formed the performing arts school group. Main findings indicated that pupils', parents' and teachers' views about the benefits, and how to support drawing behaviour at school and at home, varied across contrasting educational contexts. In particular, pupils attending arts‐based schools and their teachers valued expressivity over technical support, pupils reported enjoying drawing more, had higher self efficacy and foresaw engaging in the activity beyond their school years more than their mainstream counterparts. The results suggest that mainstream educational contexts could foster drawing behaviour and the related emotional benefits to a greater extent.     

Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents’ perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child with ASC in mainstream schools is likely to improve inclusive practice. Twenty-eight empirical articles revealed that parents perceived teachers as playing a vital role in the inclusion of their children with ASC. The school was considered important in creating an environment that enabled inclusion, particularly through positive peer relations, prevention of bullying and help from support staff. At the societal level, funding and legislative policies were considered important. By understanding these aspects, policy-makers, teachers, school administrators and therapists may better be able to address parents’ inclusion concerns and thereby develop strategies to improve inclusion in mainstream schools.     

社会主流意识形态传播的话语功能性研究

话语是承载和传播社会主流意识形态的重要工具,社论是政治话语的一种,是报纸中最重要的新闻评论。党报报刊的社论是最为重要的新闻评论和舆论工具,在传播社会主流意识形态方面发挥着举足轻重的作用。党报社论通过话语建构实现了社会主流意识形态的传播功能。     

回归主流文化的中国武术发展战略

在查阅文献资料的基础上,运用文化学、社会学和历史学的相关理论,对一个世纪以来中国武术发展的心路历程进行了梳理和总结。近代以来,随着社会形态的更迭和西方体育日益全球化的扩张,从历史中走来的中国武术,正在被日益多样化的异族体育、奥林匹克运动所挤压,演绎了一部从"主流文化"到"边缘文化"的历程。20世纪以来的中国武术发展,已走进一个继续发展的瓶颈之中。要走出瓶颈,摆脱困惑,实现中国武术从边缘走进中心的战略目标,必须在科学发展观的指导下采取新的策略。武术的发展应以继承民族文化和弘扬民族精神为使命,应以张扬个性为目标,以迎合大众为主导,坚持以全民办武术为发展途径。     

RESEARCH SECTION: Between a rock and a hard place: parents' attitudes to the inclusion of children with special educational needs in mainstream and special schools

In this paper, Katherine Runswick‐Cole, a researcher at the Research Institute for Health and Social Change at Manchester Metropolitan University, engages with parents' attitudes to the placement of their children with special educational needs in mainstream and special schools. She sets her review of parents' views within the current policy and legislative context. She then moves on to explore parents' attitudes to inclusion by drawing on the social model of disability as an analytical tool and developing a typology of parental school choices. The study reported in this paper involved 24 parents who were contacted through voluntary organisations and interviewed, either in their own homes or on the telephone. The views of seven professionals were also gathered. The findings reveal that parents' attitudes to mainstream and special schooling are influenced by their engagement with models of disability. The parents' experiences suggest that, despite the shifts in policy we have seen since 1997, the process of inclusive education continues to be fragile.     

SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives

In this article, Brahm Norwich, Professor of Education at the University of Exeter, examines the roles that special schools can play within inclusive educational systems. He notes that the percentage of young people in special schools in England has remained broadly stable over a number of years, despite inclusive policy initiatives. Brahm Norwich suggests that policy makers and practitioners have found it hard to understand how a broad and shifting notion like inclusion should be operationalised, especially when valued positions, such as meeting individual needs and providing a sense of belonging and participation, can appear to generate such tensions and contradictions. Brahm Norwich summarises findings on teachers' attitudes towards this crucial ‘dilemma of difference’ from three countries and argues that it is time to develop more sophisticated ways of thinking about provision. Rather than insisting on locating ‘mainstream’ and ‘special’ at opposite ends of a one‐dimensional placement continuum, Brahm Norwich puts forward a multi‐dimensional model in which a number of attributes can be considered when analysing provision. The ‘flexible interacting continua’ provided in this model concern identification, participation, placement, curriculum and teaching and governance and Brahm Norwich shows how schools, whether mainstream or special, need to strive towards commonality in terms of all five dimensions rather than simply in terms of placement. Policy makers as well as staff in both mainstream and special schools will be interested in exploring the implications of these ideas.