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1.
David H. Malamah-Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):229-238
How can we reach our marginalized and impoverished masses who need to discover how they can raise the quality of their lives, but who are practically untouched by the ‘modern’ mass media or find the materials that these media transmit irrelevant to their survival needs? This article discusses one virtually neglected means of fostering the participation of and dialogue with our rural peoples using the people's media and art forms as tools for development communication. 相似文献
2.
Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献
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美国高等教育质量认证活动是非政府、自愿的民间行为,但其认证活动却因科学客观、公正严明而享誉世界。究其原因,笔者认为美国高等教育质量认证机构采取的种种手段、方式方法对质量产生了保证作用,如权威的资格认可、认证机构专家的多元构成、认证标准的个性化和科学规范的操作程序等,学习和借鉴美国高等教育质量认证机构及其活动的特征将有益于我国构建科学、规范的教育质量评估制度。 相似文献
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ABSTRACTIn the following article, we share our findings from the comparative analyses of 54 lifelong learning policy measures implemented in nine European countries, with a particular focus on their orientations, objectives, and solutions devised. Informed by the theoretical framework of Interpretive Policy Analysis (IPA), we have further reasoned on the impacts and unintended effects on young adults’ life course transitions, especially those in vulnerable positions, as well as on the hidden ambivalences and incompatibilities in the objectives and orientations of lifelong learning policies. The article provides, first, a brief discussion of the conceptual and methodological choices made. Second, it gives an overview of the design and data basis of our research. In the third section, we present and discuss the central findings from our interpretive analyses, and we finally conclude with a discussion on current trends in lifelong learning policymaking and on their impact on young adults’ transitions. 相似文献
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荣玲 《重庆职业技术学院学报》2006,15(5):69-71
作为一个农村人口众多的农业大国,千方百计增加农民收入,提高农民地位,对构建社会主义新农村有着极其重要的作用。因此要转变观念抓认识,夯实农民增收的思想基础;明确措施抓落实,筑牢农民增收的根基;完善政策抓扶持,增强农民增收的后劲;转变职能抓服务,营造农民增收的环境。 相似文献
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Klas Roth 《Educational Philosophy and Theory》2019,51(13):1372-1380
AbstractKant argues that we have a duty to perfect ourselves morally and promote the happiness of others. He also argues that we have an innate propensity to evil. Our duty to perfect ourselves suggests that we struggle with our innate propensity to wilfully deviate from doing our duty. And we do this when we struggle against the depravation of our heart, namely our propensity to reverse ‘the ethical order as regards the incentives of a free power of choice’, namely, our propensity to wilfully comply with the principle of self-love and override the moral law. It seems, however, that education does not enable those concerned to fulfil their duties. It seems, instead, that education basically makes them efficacious with regard to desired ends and with the devised means. It seems, too, that education does not necessarily make it possible for those concerned with duty to perfect themselves morally and help others to do the same, which in turn suggests that those concerned are not being enabled to make themselves ‘as conscientious as possible in [their] moral self-examination’. I argue that education ought to enable those concerned to cultivate their moral strength to do so and enable others to do the same. 相似文献
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以朴茨茅斯大学和东安格利亚大学为例,介绍了英国高校学术英语课程的特点。从课程设置、教学内容、教学方法、现代技术的应用和合作教学五个方面探讨了英国高校的学术英语课程为我国研究生公共英语教学带来的启示。提出将研究生基础英语课程向学术英语课程转变,将英语学习和专业研究相结合,以此调动学生学习的积极性,把学生培养成社会所需的能够用英语进行有效专业沟通和交流的复合型人才。 相似文献
8.
体育教师职业道德研究综述 总被引：1，自引：0，他引：1
近年来我国对体育教师职业道德是素质教育重要组成部分的研究和对高校体育教师职业道德缺失的研究较多,但从学生及其家长等预期的职业道德与体育教师职业道德现状间的差距方面进行的研究很少,尤其是对中小学体育教师职业道德现状研究更少。 相似文献
9.
近年来我国对体育教师职业道德是素质教育重要组成部分的研究和对高校体育教师职业道德缺失的研究较多,但从学生及其家长等预期的职业道德与体育教师职业道德现状间的差距方面进行的研究很少,尤其是对中小学体育教师职业道德现状研究更少。 相似文献
10.
当代大学生的政治心理特征及教育途径 总被引：3，自引：0，他引：3
当代大学生是祖国的未来，民族的希望，是国家的宝贵财富，他们的政治心理素质如何，直接影响着他们的政治取向，而他们的政治取向是否和我国社会主义建设所要求的政治方向相一致，是关系到社会主义建设大业是否后继有人的大问题。文章分析了当代大学生的政治心理特征和产生的原因，提出了要加强政治引导、发挥大学生的自我教育作用、进行政治心理的有效调适、激发政治参与、对大众传媒和现代信息网络的科学利用等教育途径。 相似文献
11.
The commentators are unanimous in their support for our general orientation to culture and development, and for the pathways we have identified, and they suggest ways to enrich our approach to theory, methods, and values. We view their main suggestions as relating to trade-offs: between theories that highlight generalizations or exceptions; between methods that rely on one-, two-, or multiculture studies; and between values involving individuation or accommodation. Here, we describe ways to find an optimal balance in each instance. 相似文献
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普通高校的体育教育是面向全体学生的,基于教育对象和教育任务的特点,普通高校体育必须是素质教育的有机构成,即应该面向全体学生,注重学生终身体育意识与能力的培养。要实现这一目的,就要转变培养观念,加强体育理论知识教育,发展学生的兴趣爱好,重视道德和意志品质在体育教育中的作用,建立科学而合理的评价体系。. 相似文献
14.
Rosalind Driver 《科学教学研究杂志》1997,34(10):1007-1018
Norris and Kvernbekk (1997) deal with questions which arguably should be central to the field of science education: namely, what constitutes normative goal-directed theories in science education and what bearing does the nature of normative goal-directed educational theories have on their application to practice. The response is in sections. First, I present a number of general comments on the characteristics of normative goal-directed theories as specified by Norris and Kvernbekk. Second, I present my argument in outline about the nature of our theory. Third, I focus on the authors' interpretation of our work (as represented in the three articles) in terms of the characteristics of normative goal-directed theories. Fourth, I respond to their criticisms of our theory which they put forward as a result of their analysis. (The authors' analysis of our theory is technical and closely argued. To respond appropriately involves necessarily paying attention to technical details of the ways they interpreted our theory.) Fifth, the response considers a number of additional points relating to the authors' arguments which go beyond or extend their formulation of normative goal-directed theories. In particular, attention is given to the nature of interpretive theory and to the role of teachers in the application of a normative goal-directed theory. The sixth section addresses the central issue of whether, based on the authors' elaboration of normative goal-directed theories, the theory of Driver and associates constitutes such a theory. Finally, I summarize the contributions that the article makes. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1007–1018, 1997. 相似文献
15.
We report on the development of a course for experienced teachers in the Netherlands, intended to enhance their professionalism by engaging them in doing research based on reflection on the aims of their educational efforts. The course was accompanied by design-based research. The research question was whether and how the course stimulated teachers to connect doing research and taking a reflective stance; the results were used to improve the course, thus creating a cyclical design. Although the course was positively evaluated by the participants, reflection on its results made clear to us that our approach in the combination of learning to do research and reflecting on aims is not enough to make teachers into critical research-minded professionals. A more context-aware view of their learning process is necessary: the institution school limits their possibilities. The implication is that both our course and our research effort have to be critically revised. Instead of looking for causal effects, one should be aware of traces of development that may or may not be caused by the intervention. 相似文献
16.
张全福 《黄河科技大学学报》2012,40(6):9-11
在一些公办高校率先实行扁平化管理改革后,部分民办高校为了进一步增强可持续发展的能力,也在着手实施扁平化管理。然而由于民办高校和扁平化管理各自的局限性,使得民办高校扁平化管理改革面临诸多问题。依法治校,完善理事会或者董事会治理模式;建立职能不同的委员会;推行目标考核聘任,实行绩效分配;合理区分行政管理与专业管理的职能等几个方面是解决问题的有效办法。 相似文献
17.
为适应信息社会对人才的要求，我们要转变教育观念，以学生素质的提升和培养综合能力为目的，在Internet与教学整合的实施途径上进行探索，为学生提供学习探索的空间，激发学生的学习兴趣，陶冶学生人文素质，推动学生主体人格的健康发展。 相似文献
18.
青少年是社会的未来,祖国的希望,青少年是否健康成长关系到祖国的兴衰成败。从引起青少年违法犯罪的家庭环境、学校环境、社会环境分析了其成因,并针对其原因提出了一些对策措施建议,以期引起社会的关注,为青少年成长构建健康、良好的社会环境。 相似文献
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耿淑玲 《成都教育学院学报》2008,22(9):19-22
高考改革是各国教育改革中的关键一环。美、英、法、日四个主要发达国家的高考备具特色。比较这四个国家的高考在考试次数、组织机构、考试内容和考核方式或录取情况四个方面的异同,将对我国的高考改革有重要的借鉴作用。 相似文献
20.
人本主义管理理念契合体育实践课课堂教学管理的特点,应在实践课课堂教学管理中加以倡导.在体育实践课教学管理中,应以人本主义管理理念为指导,满足学生的适当需求,尊重学生个性的多样性,加强学生人际交往能力培养,发掘学生的创新精神. 相似文献