光荣的荆棘路——绍兴县柯桥小学二十年发展纪略

柯桥小学是一所百年老校,二十年来,在“柯桥实验”思想的引领下,走出了一条“科研兴校”“文化理校”的特色办学之路,在探索素质教育的实践中,不仅作为先行者取得了实践上的突破,更在规范实施素质教育乖校本化实施素质教育方面进行了尝试并取得了一定的经验。     

小学生数学学习非智力因素调查问卷的设计与编制

为定量测评小学生的非智力因素水平,以小学5-6年级学生为研究对象,在查阅相关文献与征询专家意见的基础上,通过项目分析、探索性因素分析、验证性因素分析等方法,研制出《小学生数学学习非智力因素调查问卷》。正式问卷包括动机、态度、情绪情感、意志、性格5个主维度及对应的11个子维度。问卷具有较好的信度与效度,可作为测量5-6年级小学生数学学习非智力因素的有效工具。     

制度化与人性化:中小学教师管理的新思考

制度化管理是以系统的制度为基本手段,协调共同劳动体中各成员行为的管理方式.人性化管理是强调管理中必须尊重人的需要和情感,通过人文关怀达到激发内在努力与动力.中小学教师管理者要通过公开透明的方式制定政策,公平有效的方式执行政策,同时以"以人为本"的信念有效激励教师的内在发展动力,共同营造和谐校园,促进学校与教师共同发展.     

Practices and Innovations in Australian Science Teacher Education Programs

This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.     

Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho

The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of the inaccessibility of learning in the key subjects of English and Mathematics, reporting recent research. Some of the major problems identified are specific to each subject, while others are common to both. Referring to previous theoretical and empirical work on primary education in developing countries, the paper identifies the major factors shaping restrictive pedagogy in Lesotho.     

Training confident primary modern foreign language teachers in England: An investigation into preservice teachers’ perceptions of their subject knowledge

The National Languages Strategy, published in the UK in 2002 offers all primary school children an entitlement to learn a Modern Foreign Language (MFL) by 2010. The supply of adequately trained teachers is one of the key determinants of the success of this initiative. This paper presents findings from a study involving 18 teacher education institutions offering a primary MFL specialism, focusing particularly on the preservice teachers’ confidence in their own subject knowledge. A compulsory component of the specialism is a month of practicum abroad and this article explores the potential benefits and difficulties associated with this experience, as reported by the preservice teachers through questionnaires and focus groups.     

Using teacher stories to reveal quality educational practice: An Eastern Cape experience

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.     

统筹城乡与我国农村基础教育产品供给

农村教育是农村人才资源开发、农村人口素质提高的负荷体,应该得到政府的大力支持,但是我国农村基础教育却面临着产品供给不足、供求结构不良的双重困境等问题,农村教育的现状不容乐观,难以承担起为社会主义新农村建设服务的重任.因而,必须在认清农村基础教育目的的基础上,从财政支付结构、教育体制建设、城乡协作发展等方面进行必要的结构调整和制度创新.     

小学儿童心理理论发展特点研究

文章主要探讨了小学阶段儿童心理理论发展的特点。采用失言和白谎两种心理理论任务对小学2、4、6年级90名儿童进行测量,考察心理理论水平的年级差异和性别差异。结果发现（1）小学儿童心理理论能力总体上有明显发展,但儿童对失言和白谎的理解在不同阶段呈现出不同的发展特点;（2）小学阶段儿童的心理理论能力存在显著的性别差异,女孩的心理理论成绩显著地好于男孩。男孩和女孩在心理理论发展速度上存在一定差异。