哈萨克斯坦的高等教育及其改革

1991年苏联解体,哈萨克斯坦独立,教育承袭了前苏联体制。近年来,为适应市场经济发展需求,与西方国家教育接轨,哈萨克斯坦的高等教育进行了系列改革：允许私人办学;高校招生实行国家统考;学制改用波罗尼体制;实施＂波拉沙克＂总统奖学金计划,取得了可喜成绩。     

中外课程改革之比较

近年来中外学者对课程改革的动因、条件、过程、模式等方面的问题进行了研究,通过中外课程改革研究的比较,提出如何借鉴国外课程理论、我国课程改革理论框架与模式构建等一些值得深思的问题,为我国课程改革研究提供参考。     

排球技术课运用游戏与比赛法进行教学改革的实验研究

游戏与教学比赛具有趣味性、娱乐性、多效性、广泛的适应性和激烈的对抗性等特点,能够调节课堂气氛,提高学生的兴趣。在排球技术教学中,运用游戏与比赛方法能缩短技术掌握泛化阶段的时间,提高分化阶段的教学效率,有利于巩固提高排球技术;本研究通过运用游戏与比赛法对垫球进行教学实验,探讨了对运用游戏与比赛法在排球技术教学中娱乐与健身的可行性和实效性。     

1927-1937年国民政府在安徽的基层行政改革

1928年至1937年抗战爆发前,国民政府对安徽的县以下基层行政组织进行了一系列的改革。在地方自治试办阶采取的主要措施是重新厘定县等,改订县政经费;编查户口,划定县以下自治区域;加强自治地方官员选拔考核,查处贪污腐化;成立指导自治的专门机关,开展自治事项。在保甲制推行阶段,安徽省基层行政发生了一些变化：一是重新划分基层行政区划,编制保甲;二是县府工作重心由筹备自治转为＂保甲＂、＂自卫＂;三是分区设署的推行。从总的来看,国民政府在安徽的基层行政改革并未实现预期的目的。     

Swedish PE teachers struggle with assessment in a criterion-referenced grading system

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors, such as students’ characteristics and behaviour. In 2011, a new national curriculum was implemented which attempts to deal with the problem by prescribing specific knowledge requirements with a clear progression as the only basis for different grades. The aim of the present study is to explore the impact of the new knowledge requirements on what teachers consider important when assigning grades. It is also to discuss what non-knowledge-related aspects (if any) teachers continue to look for and why these seem to remain resilient to the reform. The Repertory Grid technique was employed to interview the teachers before (2009) and after the implementation (2013). During the interviews, the grading of 45 students was discussed, which generated 125 constructs. After the implementation, there was a near doubling of knowledge constructs, half as many motivation constructs and an almost total elimination of constructs based on confidence and social skills. While motivational factors were still considered valuable for the award of a higher grade, clear criteria seemed to be important, but too limited for the teachers’ needs. In order to understand the persistence of motivational factors, we discuss the results in relation to Bernstein’s interrelated message systems of curriculum, pedagogy and assessment. We emphasise the need to discuss how valid grades can be achieved and, at the same time, give value to the regulative discourse in order to realise the overarching national goals of values and norms in education and PE.     

Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions

In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors.     

The Victorian College of Pharmacy: a case study of amalgamation failure and success in Australian higher education

Small specialist higher education institutions often face challenges when negotiating with larger partners. In 1988, John Dawkins, Australia’s federal Minister for Education, introduced sweeping reforms to create a Unified National System of higher education. Dawkins’ criteria for funding necessitated mergers for many smaller providers. The Victorian College of Pharmacy in Melbourne, Victoria, presents a case study of how one institution negotiated this policy and asserted its interests to achieve an optimal outcome. It rejected amalgamation with the University of Melbourne, reaching a superior arrangement with Monash University despite state and federal opposition. This article combines archival research from Melbourne and Monash Universities and the state government with interviews of key players. It examines the importance of institutional identity and how small institutions can navigate government policies of consolidation. It also focuses on the deleterious effects of inflexible government policy and how the College successfully overcame these challenges to complete its desired merger.     

古今通变，古为今用—论古代文论思想方法在“大学语文”教学中的继承

教学改革的根本目的不是将传统与现代对立起来,更不是改革掉传统,而是一种“通变”,即把传统中优秀的文化继承下来,并发扬光大地为现实生活服务。中国古代文论对作家、作品分析评论的思想方法对我们极富启发性,把它运用到“大学语文”教学中去,不失为一种有效的教改手段。     

“计算机电路基础”课程教学改革探索

“计算机电路基础”是五年制高职教育中计算机应用技术专业的必修课程,在指出目前教学中存在问题的基础上,提出转变教师观念、改革教学模式和培养学生自主学习能力、优化教材内容、改革考试等措施,以提高人才培养质量．     

太平天国婚礼改革辨析

太平天国的婚礼改革主要表现在实行婚姻登记制度,颁发结婚证书,婚姻才算合理合法;婚礼程式筒约、西化,需要敬拜天父上帝;婚姻缔结后不准离婚等等.长期以来,学界对太平天国婚礼改革给予了高度肯定.我们认为太平天国太平天国婚礼改革的根本原因是宗教信仰使然.而且这种改革的影响力和影响面都非常有限.在太平天国统治区内民众的婚礼和太平军中的婚礼总体上说仍然沿袭封建婚礼的传统陋习.太平天国所体现出的婚礼改革行为,是战争条件下的一种特殊反应,是维护太平天国上下有别的婚姻政策的一种特殊规定,是西方宗教信仰在婚礼上的一种表现,并不具有改革封建婚礼陋习的主观愿望.事实上,太平天国的婚礼改革并没有对传统婚姻陋习进行根本改革.呤喇关于太平天国已经把请媒人、送聘金等"结婚旧俗"全都"革除净尽"的说法,显然是不符合事实的,至少并不符合天京以外广大地区的历史真实的.