Communities of practice and participatory action research: the formation of a synergy for the development of museum programmes for early childhood

This study explores the integration of two key ideas and working frameworks: a community of educational practice formed by the synergy between a natural history museum and a university department of pre-school education, which undertook participatory action research aimed at the creation of innovative museum programmes for young children. Data analysis and the evaluation of the research process show that the community was able to bring its situated knowledge into question and interrogate propositional knowledge by means of re-evaluating the learning targets, the nature of children’s activity, the nature of interaction between adults and learners, and the nature of resources used in existing and newly designed programmes offered to young children. Participatory action research enabled the community to monitor the implementation of theory with scientific rigour and formulate a new ‘knowledge strategy’, which in theoretical terms will guide future developments.     

欧美农村政策对我国农村社区建设的启示

近几年来,欧美高度重视农村发展和社区建设问题,如欧盟制定了“2007-2013年农村发展政策”,美国通过了“2009年美国复苏和再投资法案”;在此基础上,欧美分别对农村发展和社区建设作出一系列政策调整并加大了投资力度.和欧美发达国家相比,我国的农村发展水平还不高,农村社区建设更是刚刚起步.国内学者们的研究有一定理论成果又存在很大不足,实践层面上还缺乏具体统一有效的措施和办法.研究和借鉴欧盟和美国的农村政策,获得一些经验启示,有助于推动我国农村社区建设的理论实践创新.     

民族文化社团在促进民族文化事业发展中的作用、困境与对策——以云南为例

少数民族文化是中华文化的重要组成部分,是中华民族的共有精神财富.发展民族文化事业需要多元的参与,以研究和传承少数民族文化为主的民族文化社团在一定程度上弥补了政府在繁荣发展民族文化方面无暇顾及亦无力顾及的领域.本文分析了云南民族文化社团在建设云南民族文化大省,促进民族文化事业发展的积极作用,对其生存困境的原因进行剖析并提出了建议.     

《庄子·德充符》畸人形象考论

作为中国哲学史上一个杰出的天才,庄子不仅创造了很多迷离惝恍的寓言形象,也创造了很多不合于世俗审美标准的畸人形象,仅《德充符》篇就有六位之多。通过对《德充符》篇这些畸人形象之考释,可以更深入解读庄子的思想及心灵世界。庄子笔下的畸人形象乃是战国之世社会的真实写照,隐含着庄子对于时代无奈的不满和控诉;另一方面,庄子通过有意挑战以儒家为代表的世俗观念,开创了一种不同于世俗甚或超越世俗的审美眼光。     

“The Art of Knowing”: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice

Community of practice theory is inherently a social theory. As such it is distinct from more individualist accounts of human behavior, such as mainstream economics. Consequently, community of practice theory and economics favor different accounts of knowledge. Taking a community of practice perspective, this article challenges economists' attempts to reduce knowledge to information held by individuals and to reject tacit knowledge as mere uncodified explicit knowledge. The essay argues that Polanyi's notion of a tacit dimension affected numerous disciplines (including economics) because it addressed aspects of learning and identity that conventional social sciences overlooked. The article situates knowledge, identity, and learning within communities and points to ethical and epistemic entailments of community practice. In so doing it attempts to limit, rather than expand, the scope of community of practice analysis and to stress the difference, rather than the commonalities, between this and other apparently congenial forms of social analysis.     

高校教师立德树人的困境根源、认识澄清与实践进路

落实立德树人根本任务是高校教师的重要职责与使命。高校教师对自身身份认知的偏差成为其立德树人的困境根源。破解高校教师立德树人困境,高校教师既要正确认识自身身份公务性与专业性并存的特点,也要正确理解立德树人的内在价值和外在价值。推进高校教师立德树人可以从促进立德树人内在价值与外在价值相融合,构筑提高高校教师立德树人认知的法治基础,构建高校教师立德树人协调机制,推动教师培育体系进一步完善等方面着手。     

《中小学师德修养培训课程指导标准》的政策研制与落实

为提升新时代中小学教师队伍师德师风水平,培育一大批“四有”好老师,成为学生为学、为事、为人示范的大先生,急需研制和落实《中小学师德修养培训课程指导标准》。基于师德理论分析、我国中小学教师职业规范政策梳理、国际教师职业规范比较和我国社会群体对师德期望与现实调查的研究结果,研制成以“四有”好老师为培养目标的12个二级指标和31个研究主题的师德修养课程指导标准,构建了包含A、B、C三个层级的师德培训课程。在指导标准发布实施之后,通过对中小学管理者和教师的调查显示,指导标准的指标体系与课程体系是合理有效的,目前急需解决管理、时间和师资队伍等问题,以全面提升指导标准落实的实效性。     

教育治理体系下县域落实立德树人的行动逻辑与运作机制

教育治理体系和治理能力在总体上对落实立德树人具有决定作用。聚焦到基础教育领域,在“以县为主”的教育管理体制下,需要将立德树人的工作融入区域推进教育治理体系改革发展的进程,要以现实问题为导向,以制度体系建设作为健全立德树人落实机制的工作主线,把握多元治理格局、弹性法治思维、行政行为转变三大行动逻辑,建立教育治理体系中治理目标、治理主体、治理环节、治理结果四大要素的运作机制,推动教育治理方式的变革以及高质量育人成果的实现。