试谈新课程培训者的后现代意识

后现代主义对现代教育的影响,是从后现代主义对现代教育目的、课程、教学等方面的批判开始,如对现代教育总体性、传统师生关系及传统知识观中弊端的批判.要克服这些弊端,使新课程理念能真正落实到基础教育教学实践中,新课程培训者应具有几种具有建设性的后现代意识：去中心化意识、对话意识、建构意识和创新意识.     

教育者在人格教育中的作用

解释"人格"及"人格教育"的含义,以及人格教育的沿革与发展。人格教育对教育者的要求。人格教育对人的成长及发展的重要性。     

从两个晚境凄凉的老人说起 --《李尔王》与《懵教官》之比较

李尔王和懵教官将权力和财产进行了不当的转移,导致了相似的凄惨晚年.文本通过两人的经历表现了个人主义与宗法制度两个不同的主题,同时主题中又都包含着共同的反讽,有着一明一暗相互抵消的价值观.即<李尔王>张扬人的个性,却又沦入现代虚无主义;<懵教官>强调宗法的力量,却又将金钱凌驾于宗法之上.     

Interpretations of child centred practice in early childhood education and care

The globalisation of early childhood education and care (ECEC) has resulted in increased scrutiny of ECEC services, including pedagogical approaches and how best to prepare the ECEC workforce. Child-centred practice has come to epitomise ECEC pedagogy, but questions remain as to what is child-centred and how a member of the workforce becomes child-centred. Hungary represents a particular reading of child-centred practice, based on a construct of a child-loving adult. Questionnaire data illustrates support amongst Hungarian pedagogues for the importance of love in ECEC in support of a relational approach to working with children. However, observation and interview data from students indicates that the child-loving, child-centred ideal is both a weakly classified construct and that training and assessment practices create contradictory messages as to its meaning amongst students. The study has implications for how ECEC pedagogical ideals area realised in initial training and interpretations of child-centred practice.     

什么是教师?——一个始源上的疏证

教师并不是一个自明的词语。在教师专业化和职业化发展的状况下,"什么是教师?"这一问题更具现实的迫切性。"什么是教师?"触动我们对于教师生存状况的思考,表达了一种对于教师既知又无知的精神现实。"什么是教师?"需要一个更加谨慎、完整的探寻,要求我们回到教师之中,去追问始源上的教师之涵义。作为"pedagogue"与"profession",教师是一个对正义和真知进行无条件担保的承诺与行为,并在这一行为中引导孩子追求完善人生,实现自我超越。