Accelerated Schools for Quality Education: A Hong Kong Perspective

This article addresses the application of the Accelerated Schools Project (ASP) model in Hong Kong, as well as specific aspects of implementation in two schools. One lesson from the localized project, the Accelerated Schools for Quality Education (ASPQE), is that change is slow. This suggests that time should be given for both cultural change and building communities of inquiry, especially in cases where the staff may not be initially receptive of school reform models such as the Accelerated Schools Project. A second important lesson is that the commitment of the principal and a core group is critical for change.     

北京市家长教师协会试点的探索与思考

未成年人思想道德建设是一项系统工程，需要家庭和学校协同合作、形成合力。2005年，北京市教委在门头沟区开展家长教师协会试点，以期通过建立制度来强化家庭和学校的合作。     

试论高中阶段职普教育关系及其协调发展策略

高中阶段教育包含普高和中职两类 ;职普教育各自在数量、结构、特征及模式等方面有异有同 ;职普教育协调发展是未来高中阶段教育的必然走势。本文提出职普相互沟通和协调发展的五个对策     

引导职校学生树立正确的成才观

无论中等职业学校还是高等职业学校的学生都有一种自卑心理,认为自己不如别人,缺乏自信心,对自己成才失去希望。职校教师要从正确认识自己、正确对待学习、正确认识社会等方面引导学生,提高他们的自信心,帮助教育他们成才。     

How do different types of schools prepare students for life at Cambridge?

Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support.     

浅析我国中小学教育中的情感教育

情感教育是教育活动的重要组成部分,尤其在对少年儿童的教育中发挥着重要作用。情感教育有着悠久的历史,对我国当前的中小学教育更有着十分重要的现实意义。为了更好地在中小学教育中运用情感教育,可以从教师、学生和环境三方面着眼,实施情感教育。     

基于生成性教学视角的中小学翻转课堂研究

随着智慧时代的到来,课堂教学应主张将知识的学习与意义的建构交由学生自己完成,翻转课堂便能满足上述需求。基于生成性教学的视角,从学生、课堂资源以及教学目标三个方面论述翻转课堂,并在教学实践的基础上总结翻转课堂的生成性教学模式。     

青少年体质下降之体育分析

近20来,我国青少年体质持续下降,这不得不引起我们的反思。我们要对我国学生体质现状进行分析研究,呼吁社会各界重视青少年体质健康问题。     

“No Excuses” in New Orleans: The Silent Passivity of Neoliberal Schooling

Abstract

Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices.     

普通学校特殊儿童支持系统的建立与运作

本文切中目前随班就读中的难点与关键问题 ,建立普通学校为特殊儿童服务的资源室 ,形成普通学校中服务特殊儿童的支持系统及运作模式。通过实践探索出资源室的服务功能、工作特点等 ,并形成了在三个层面、三条线上建立起来的结构严谨、运作灵活的有效支持模式。