Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.     

关于大众化高等教育质量评估的思考

随着我国高等教育大众化进程，高等教育质量保证越来越为人们所关注．实践证明．质量评估是质量保证的有效手段．大众化伴随着多样化，大众高等教育的质量是一个多层面、多样化的概念．与多样化的质量内涵相应，质量评估也应当从单一走向多元，实现评估主体、评估内容、评估指标体系、评估方式的多元化．     

The Use and Misuse of Standardized Testing: A Whiteheadian Point of View

First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators.     

Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards

The purpose of this study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards on the acquisition of a motoric skill with 70 college students. It was postulated that students who were provided with graduated self-evaluative standards would surpass those who were provided with absolute standards or no standards (control) in both motoric skill and in motivational beliefs (i.e., self-efficacy, attributions, and self-satisfaction). Regarding graphing of self-recorded outcomes, it was hypothesized that students who graphed their results visually would show higher dart skill and stronger motivational beliefs than participants who did not graph their results. Support was found for these hypotheses. The implications of findings of this study were discussed for instructors in terms of how the effects of self-directed practice can be enhanced.     

21世纪:中国成人高等教育的目标和培养规格--从中美两所大学相关问题的比较研究谈起

通过对国内外大学教学计划和课程设计的教学与比较,以及对我国成人高等教育历史上所确立的教育目标,培养规格,专业培养目标和课程指导思想的检讨和反思,有肋于我们科学在确定21世纪中国成人高等教育才培养规格。     

俄罗斯关于普通教育标准的争论

20世纪90年代中期以来，俄罗斯政治和教育界一直在进行有关“是否需要教育标准”的讨论。本文考察了俄罗斯普通教育标准的讨论及其产生过程，分析了普通教育标准的特点。     

贸易技术壁垒的博弈分析

本文明确提出最小质量标准(MQS)可以作为贸易技术壁垒(TBT)来考虑，因为贸易技术壁垒的实质就是设定一个高于进口产品质量的标准，以阻碍进入。在此前提下，本文首先考虑了在一个开放的经济体中．企业的利润及社会福利随MQS的变化情况。其次，对开放和封闭经济体中的MQS作了比较。结果表明，输入国政府设定最小质量标准，会使得生产低质量产品的进入企业利润增加，生产高质量产品的在位企业利润减少．但输入国消费者剩余提高，且消费者剩余的增加幅度要大于本国企业利润的减少，因此社会福利增加，输入国政府有动机设定最小质量标准。     

ISO9000标准与高校图书馆质量管理体系

ISO9000质量管理体系标准是世界范围内普遍认可的，通用的质量管理国际标准。阐述了高校图书馆贯彻实施ISO9000标准的必要性和可行性，提出引入实施ISO9000标准的一般途径。     

The lamaze certified childbirth educator: standards of practice

A student in a Lamaze Childbirth Educator Program expresses concern that some Lamaze Certified Childbirth Educators (LCCE educators) do not teach classes that reflect Lamaze standards. In this column, the ethical and professional standards of the LCCE educator and the challenges the childbirth educator experiences while practicing in the current maternity-care environment are presented and discussed. Lamaze International's Code of Ethics for Lamaze Certified Childbirth Educators provides guidance when dealing with these challenges.     

关于"交互研究"的定量、定性分析——虚拟学习社区中交互结构研究的必然性论证

交互问题从来都是远程教育研究的核心问题,随着虚拟学习社区的悄然显现,这一问题变的更加突出。本文在对国内外交互研究现状的定量和定性分析的基础上,提出了目前有关交互问题研究中存在的问题。笔者认为,虚拟学习社区交互系统本质上是个人造信息控制系统,虚拟学习社区中交互结构研究应该进一步研究交互的突破口。