外来说与本土说：理由与问题--盘古创世神话研究述评

百年来,大多数学者有关这个神话的研究成果,显在或潜在地围绕着这个神话是外来还是本土的这一焦点展开,外来说中印度说最早且影响最大,本土说中有多种观点,其中南方说影响最大。不管是外来说还是本土说,都存在一些困难。猜想多于实证,都缺少无可争议的铁证,这是它们共同的问题。     

近二十年来孟禄研究述评

孟禄是20世纪美国教育史学的重要奠基人。他十余次来华进行教育调查、座谈讨论、学术讲演,特别是1921年访华对我国壬戌学制的颁布,中学教育、职业教育的改革,科学教育的发展等起着巨大的推动作用。对近二十年来孟禄研究作一总结与述评,以期引起学者对孟禄研究的重视并推动相关研究的开展。     

农民工市民化社会适应与教育诉求——我国学者关于农民工市民化素质教育研究述评

梳理我国学者关于农民工市民化素质教育的研究现状,主要包括农民工市民化素质教育的内涵与外延、现状调研、类型与层次、面临的主要问题、对策与措施。基于研究现状,论述我国学者关于农民工市民化素质教育研究取得的成就与存在的不足。     

我国中小学教师培训财政问题研究综述

本文对中小学教师培训财政问题的已有研究进行梳理、阐述和评价。从研究内容来讲,已有研究涉及到教师培训领域的很多理论与现实财政问题。其中关于经费投入与分担的研究较为系统深入,关于理论基础、国际经验以及教师培训券制度的研究较为薄弱,尤其缺乏针对农村中小学教师培训财政问题的深入研究。从研究方法来讲,已有研究使用了文献研究法、比较研究法和实证研究法等,较有分量的成果多数使用实证研究法。亟需建立关于教师培训经费投入与使用的衡量指标体系,以利于不同实证结果间的比较。从研究结果来讲,已有研究在经费分担主体、经费投入现状等方面达成了共识,但对于中小学教师培训中的很多核心财政问题还不能给出明确答案,需要学者们进一步的理论研究与实践探索。     

Using communities of practice to enhance interdisciplinary teaching: lessons from four Australian institutions

We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning.     

The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education

The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant.     

A peer-assisted teaching scheme to improve units with critically low student satisfaction: opportunities and challenges

This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines. The trial was supported by an Australian Learning and Teaching Council Teaching Fellowship grant. Specifically, this fellowship was designed to (a) improve the quality of student satisfaction within identified units and (b) build leadership capacity using currently recognised outstanding teachers. PATS builds on the current research that highlights the benefits of peer-assisted learning programmes and draws on Vygotsky's sociocultural theory and Lave's situated learning literature but applies it to academic teaching staff. Data are collected via unit evaluation instruments and focus group sessions. The effectiveness of the scheme is measured via changes in unit evaluation ratings and a thematic analysis of the focus group data. Results show an overall improvement in student satisfaction of the quality of units and highlight both the opportunities and challenges PATS provides academics for teaching improvement.     

三十年来高等教育区域化研究综述

文章梳理国内近三十年高等教育区域化的研究成果,概括如下:高等教育区域化的理论研究和实践研究全面、系统;研究视角多样化,定量和定性方法相结合;研究范围全面,研究重心由宏观转向微观。今后,跨省域高等教育发展的理论和实践研究、区域高等教育发展的政策研究、不同区域高等教育的"特殊性"主题研究、区域高等教育发展的比较研究等应进一步加强。     

中小学校长负责制三十年回顾与现实问题分析

校长负责制的形成、演变和发展,体现了学校领导体制和管理体制的进步。在近三十年来中小学校长负责制发展历程回顾的基础上,以及在义务教育管理体制、国家财政体制、人事制度改革以及推崇教育家管理教育理念的背景之下,发现校长负责制运行的问题,在现代学校制度要求下重构校长负责制。     

审视《德伯家的苔丝》中的法律

托马斯·哈代是十九世纪末二十世纪初英国批判现实主义作家,他的小说通过对爱情、婚姻等问题的描写,表现人物与环境的悲剧性冲突。在这些悲剧作品中,哈代也批判了法律的不公。本文主要探讨小说《德伯家的苔丝》中表现的哈代的法律意识。哈代通过苔丝的悲剧对法律问题进行了深刻的探讨和严肃的审视,控诉和批判了当时英国社会的法律,尤其是批判了婚姻制度、财产继承制度以及刑事审判制度的不合理。