英国中学教育观察与思考

本文从英国中学学制、课堂教学和德育教育三个方面来介绍中学教育的情况,分析其特点,借鉴其经验,对我国现行的职校教学改革提出一定的参考建议。     

英、韩开放教育质量保障体系及其启示

英国和韩国在开放式高等教育质量保障方面各具特色,初步形成了较为完善的体系。本文通过借鉴英、韩两国开放教育质量保障体系构建的经验,分别从外部和内部两个层面分析其质量保障体系,并针对如何提高我国开放式高等教育质量提出了若干建议。     

十六、十七世纪中英两国防疫对策比较

在十六、十七世纪这个瘟疫高发期,中英两国政府采取了迥然不同的防疫对策：明王朝措施乏力,应对消极;英国政府则高度重视,周密部署,积极应对。两国防疫对策的差别实际上反映了两种不同性质的政权在不同背景文化下的不同选择。     

英格兰国家体育课程的推广及其启示

英格兰自1992年颁布“国家体育课程”并开始实施体育新课程,1995年和1999年又先后进行了修订.他们推广新课程的主要策略有小步子多次数改革策略、法规先行策略、“标准”实践指向性策略以及文件解读策略等.英格兰体育新课程的推广经验对我国的体育新课程改革是有益的启示,主要表现在：第一,“体育与健康课程标准”需要在教学内容上有一定的范围规定性,还需要有体现可操作性的评价标准;第二,在推广新课程过程中需要有配套的教学参考读物;第三,需要调整好改革的步调.     

近代中英流民问题产生原因之比较

英国都铎和斯图亚特王朝早期出现了有史以来最严重的流民和贫困问题,对英国社会冲击很大。近代中国也出现了严重的流民问题。造成流民问题的原因十分复杂,主要有:圈地和兼并、人口因素、通货膨胀、兵匪兵祸、自然灾害等。两国虽然近代化的时期相差300多年,但在转型期出现的问题却惊人的相似。仅这一点也值得我们研究和思考。     

中世纪英国国王的借款活动

中世纪时期 ,为了满足财政需要 ,英国国王经常进行借款活动。从借款对象看 ,国王的借款分为三个阶段 ,每个阶段都有其特点。国王借款对象的变化 ,折射出中世纪时期英国商品货币经济的发展过程。     

中英足球联赛球员转会制度之比较研究

中国自1994年开始实行足球职业联赛以来,其球员转会制度经历了自由转会、挂牌摘牌转会等变革,2005年又实行了新的转会规则,但仍未能有效遏制球员转会中的成功率低、球员利益没有保障等不合理现象。本文以英格兰成熟完善球员转会制度和已经形成的一套比较系统完善的体育法规制度为参照,从转会制度、球员主体、联赛机制等方面着手进行分析研究,以期促进我国足球转会制度更加合理、规范,使我国职业联赛能够良性运转。     

On the relevance of signal detection theory to the correction for guessing

This paper shows how alternatives to the conventional guessing correction may be derived from considerations similar to the signal detection theory of psychophysics. Methods of experimentally determining the right correction are briefly suggested.     

Common pressures,same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England,France and Germany

Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for policy makers, teacher educators, student teachers and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. However, an examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.     

International education policy transfer – borrowing both ways: the Hong Kong and England experience

This paper analyses how the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West. This is contrasted with education reform movements in East Asia, which have long legacies of borrowing from so-called ‘progressive’ discourses in the West. England and Hong Kong are used as case studies. Since 2010, England’s coalition government has prioritised its determination to look to jurisdictions like Hong Kong to inspire and justify reforms that emphasise traditional didactic approaches to teaching and learning. In contrast, Hong Kong’s reforms have sought to implement practices related to less pressured, more student-centred lifelong learning, without losing sight of strengths derived from its Confucian heritage culture. Conclusions highlight factors that underpin English interest in Hong Kong education policy, values and practice and point to the need for further attention to be given to these multidirectional and often contradictory processes by researchers concerned with the study of policy transfer.