浙东学术宁波研究述论

自上世纪九十年代以来,宁波以其独特的地缘,政府的支持,研究者的辛勤耕耘,在浙东学术研究方面取得了一定的成绩。对宁波浙东学术文化加以地域化研究,既显现了浙东学术研究的局域特征,也有助于提高浙东学术研究的整体水平。     

Dropping out from doomsday

Abstract

This paper discusses some problems with the field of educational studies and considers the role of post‐structuralist theory in shifting the study of education away from a ‘technical rationalist’ approach (as evidenced in the case of much research on educational management and school effectiveness) towards an ‘intellectual intelligence’ stance that stresses contingency, disidentification and risk‐taking.     

初论奖助学金评审过程的完善——格式、交流与节省时间

奖助学金的评审工作是高校资助工作的重要一环。工作中,往往遇到几个问题,如申请材料多、格式填写乱、递交的材料不合格导致反复修改等等。为缓解上述问题,拟从完善评审流程入手。     

高校图书馆与新信息技术的运用

论述未来几年将在教育领域运用的六大新的信息技术：用户自生成内容、社交性网络、手机、虚拟世界、新型学术交流及出版模式、大型多人在线教育游戏程序,探讨这六种技术与高校图书馆的关系,并且在此基础上提出高校图书馆应该作出的相应对策和调整。     

奖学金制度对研究生的心理激励探讨——基于厦门大学的案例研究

以厦门大学为例,采用调查法对硕士研究生奖学金制度改革的实效进行分析,通过引入核心自我评价和成就动机两种心理品质来研究奖学金制度对研究生自我价值感与成就动机倾向的影响。结果表明,硕士研究生总体上追求成功动机的得分高于避免失败动机的得分;在硕士不同年级中,文科生追求成功的动机要低于理工科学生;核心自我评价在研究生对奖学金制度改革的满意度和避免失败的动机中起着部分中介的作用。厦门大学的奖学金制度改革对研究生具有一定的心理激励影响,但在奖学金金额梯度设置、优化学科资源和倡导良性竞争等方面仍需要不断完善。     

理解专业教学力量的精神觉醒

目前,全球范围的社会、经济和技术变革挑战着传统的知识和教育实践形式。为了回应这些挑战,世界各地的教育工作者致力于寻求建立新的角色、身份认同和关系。本文分析了在全球教育改革环境下教师面临的压力。通过从资深教师(有经验的教师)中搜集到的资料,本文认为在对挑战和关键事件的集体反思中,存在丰富的专业学习机会,在这些关键事件中教师的负疚感可以通过他们对个人成长和专业学习的选择而设法得到解决。通过建立追踪教师如何从滑向消极情绪中解放出来的理论框架,本文得出结论,强调了那些能够在日常专业生活中通过合作学习和利用内在力量重新发现深层价值的教师,有着内在的创造性能量。     

LeaD-In: a cultural change model for peer review of teaching in higher education

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.     

Reviving the ancient virtues in the scholarship of teaching,with a slight critical twist

This conceptual study argues that the scholarship of teaching is not just an evidence-based but also a virtues-based practice. To this end, it pursues two interrelated objectives. First, it seeks to show that the scholarship of teaching is supported by the intellectual virtues of ‘episteme’ (theoretical knowledge), ‘techne’ (productive knowledge) and ‘phronesis’ (practical knowledge). These three intellectual virtues stand in a particular relationship to one another and phronesis assumes a vital mediating function infusing the scholarship of teaching with the practical wisdom required in concrete situations. Phronesis, particularly a critically inspired phronesis, also enables the proper development and enactment of moral virtues, especially truthfulness, justice and courage, without which the standards associated with scholarship could not be upheld. It is further argued that the scholarship of teaching is usefully enriched by recognising two different versions of evidence-based practice: one is concerned with the evidence of instrumental effectiveness between strategies and outcomes; the other with evidence of the internal consistency between strategies and desired outcomes. It is proposed that analysing the scholarship of teaching through the lens of virtue helps appreciate what kind of a practice the scholarship of teaching is and the challenges involved in engaging with it well.     

聚合高等教育和职业教育改革正能量

改革是今年教育工作的主旋律,深化高等教育和职业教育领域改革,推动内涵式发展,是当前江西教育工作的重中之重。当前,江西高等教育要推进改革的共识和力量,加快发展现代职业教育,坚持"立德树人",完善高校内部治理结构,将大学的科学研究、社会服务总体上围绕和服从于教学与人才培养,推进高等教育内涵发展,实现"学术立校、教授治学"。     

大学教学学术发展的制度环境及其治理途径

教学学术是一种传播知识的学术。我国大学普遍存在"重科研、轻教学"、"重专业学术、轻教学学术"等学术规则。究其众多原因,制度环境是关键性因素。我国大学教学学术发展的制度环境具有自主性与制约性并存、制度过剩与制度真空、制度空间与观念空间不一致性等问题及特征。对大学教学学术发展制度环境的治理,须从国家层面到大学内部层面进行制度设计,构建多样化的教学学术培育制度,建立教学学术交流与共享制度和完善教学学术价值认可制度。