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排序方式: 共有809条查询结果,搜索用时 15 毫秒
91.
This paper presents student perspectives on what they consider to be a fair and equitable national education system, based on their own experiences of primary and secondary level schooling by the age of 13 or 14. A survey of 5432 students in five countries involved a questionnaire administered as part of an EU‐funded project to develop indicators of equity in European school systems. Overall, the UK students reported favouring an egalitarian system where all students were treated in the same way, and this was largely what they felt that they experienced. In this respect, they differed from their peers in the other EU countries, a substantial proportion of whom thought that the least able should receive more support and attention in class, but who found that more attention was actually given to the more able. The UK students also appeared to be more self‐confident about their ability to succeed in school. We discuss these results in terms of policies for school allocation, student assessment and the formation of personal notions of justice. In particular, we argue that equity in structure and procedure is important for the effective teaching of notions of justice in citizenship studies. 相似文献
92.
都市报是当前中国报业里发展最迅猛的一类报纸。他的受众观表现出以读者为中心等许多新特点。在传播内容上充分体现读者本位思想,在报道方式上同国际新闻业务接轨。 相似文献
93.
李本松 《衡阳师范学院学报》2006,27(4):28-31
构建社会主义和谐社会是建立人与自然、人与社会、人与人等等方面的和谐关系,它体现出的伦理是一种人本的定位和一种人性化的关怀,其实质是依靠人,更要规范人。为此,需要一种新的伦理观来引导。“八荣八耻”的新时期荣辱观就是这种最适合于构建和谐社会的新伦理观。新时期荣辱观能培养出构建和谐社会的人主体,能规范人的理念和行为,其本身也融入到和谐社会的构建之中。 相似文献
94.
魏长龙 《衡阳师范学院学报》2005,26(4):40-42
蔡元培积极发展了孔孟儒学关于“仁爱”、宋明理学“心忧天下”的传统伦理思想道德,提出了中国近代社会的群体主义道德观,阐述了为什么要倡导群体主义,群体主义道德观有哪些道德实践上的要求,这对于我们正确理解社会主义的集体主义道德价值根本原则,正确处理好个人与集体的关系具有重要的现实意义。 相似文献
95.
Maria Cassidy Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(2):143-153
Almost all 3‐ and 4‐year‐olds in Scotland now experience some form of pre‐school provision prior to school entry. Given such high rates of participation, the impact of pre‐school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre‐school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre‐school setting into the primary school. 相似文献
96.
胡小伟 《西南师范大学学报(人文社会科学版)》2007,33(4):37-43
理解金庸小说《鹿鼎记》,小说故事的历史背景和金庸本人的历史观都是至关重要的因素。以康熙帝为切入点,可以看到金庸对满汉文化融合的态度;而从天地会入手,则可据此分析金庸的历史观;上述两个角度在韦小宝那里形成了一个结点,从而使得《鹿鼎记》成为金庸小说中一部非常特别的作品。 相似文献
97.
彭纳揆 《重庆第二师范学院学报》2006,19(1):91-94
我国教育系统是“强作用”下的非平衡系统,科学发展观对于教育系统的和谐发展有着重要的指导作用。这是因为,教育哲学基本问题与科学发展观的核心是一致的;实现教育公平对社会和谐发展具有推进作用;教育是可持续发展的立足点。应该科学地认识和对待教育系统发展中的现实非平衡问题,促进教育系统的和谐发展。 相似文献
98.
行为主义者认为知识是联系和各种技能成分的有组织的积累;认知的知识观强调理解不同学科领域中的概念和理论,强调推理、计划、问题解决、语言理解这些一般的认知能力。情境主义者的知识观认为知识分布于人群及其所处的环境中。它们对教育形成不同影响。 相似文献
99.
100.
Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism 总被引:3,自引:1,他引:3
Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have
struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative
to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism,
functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which
to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed
to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics
of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism
for research and practice in IDT are then explored.
Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This
article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University. 相似文献