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1.
我国部分高校在落实教育部实施基础学科拔尖学生培养试验计划（简称“珠峰计划”）中通过集中优质资源培养创新人才的某些措施有悖于教育民主化的要求,不仅疏离了近年来教育公平的教育改革目标,也未能促进学生独立人格的形成与学习自由的获得,从而使得创新人才培养的目的难以真正实现.优质公平的教育及独立人格的形成是培养创新人才的前提,要培养创新人才,就必须推进教育民主化. 相似文献
2.
Tan Yao Sua 《International Journal of Educational Development》2012,32(1):53-64
The democratization of education in Malaysia has come a long way since the early 1960s. In the early 1990s, the government decided to democratize secondary education in order to widen formal access to secondary education, especially at the upper secondary level. It is the contention of this paper that the widening of formal access to education may not lead to real access to education if effective measures are not put in place. It is also the contention of this paper that the democratization of education that leads to the massification of education or mass education should not be at the expense of educational quality and excellence if it wants to have a more significant impact on the actual outcomes of schooling. This paper is divided into two parts. The first part provides the background information on educational expansion that stems from the democratization of secondary education such as enrolment rates, number of schools and teachers as well as organizational adjustments. The second part examines the problems and challenges of the democratization of secondary education in relation to issues such as diverse needs of students, disciplinary problems, school dropouts, urban and rural disparity, preferential policy and educational quality and excellence. All these issues have an impact on the desirable outcomes of the democratization of secondary education as far as real access to education as well as equality and quality of education are concerned. 相似文献
3.
王铁群 《湖南师范大学教育科学学报》2004,3(3):18-20
吸引教育理论是一种基于人本主义心理学思想和社会民主化实践基础上的教育观念。自1978年问世以来，不断地得到了充实与发展，现已引起欧美等发达国家教育界人士的关注，并在众多学校实践。对吸引教育的概念、核心观念及有效策略的阐发，拟为当前教育改革提供一种思路。 相似文献
4.
《Higher Education in Europe》1977,2(6):26-28
Participation in its various forms is generally aimed at getting students to play cm increasingly important part in educational planning and administration, thus contributing to the democratization both of educational institutions and of the subject‐matter taught. It may also have another potential function: to maximize educational resources by encouraging students to combine education with productive work, thus helping to solve the problem many countries have of financing education.
The information presented below is based on a UNESCO sponsored study of the present state and development of youth institutions and services in the UNESCO European Region. 相似文献
5.
黄映芳 《宁波大学学报(教育科学版)》2006,28(3):44-46
市场机制的介入给教育领域带来了竞争、选择等新的社会关系,由此对教育公平产生种种负面影响。文章通过分析研究,提出了实现教育公平的主要对策:建立弱势补偿制度,促进教育资源配置的均衡化;建立可选择的教育制度,满足多样化的教育需求;坚持“效率优先,兼顾公平”的价值取向,实现教育公平和效率的同步提高;构建终身教育体系,促进教育的民主化。 相似文献
6.
Naftaly S. Glasman 《Religious education (Chicago, Ill.)》2013,108(2):181-189
This article deals with educational change in public education and its implications for Jewish education. It outlines steps taken by a public‐school district in California to enhance student‐achievement test scores. This report sorts the fundamentals of this case, emphasizing the role of evaluation‐driven leadership in bringing about significant changes. Next, it applies these fundamentals to Jewish education, focusing on changes designed to strengthen Jewish identity and Jewish continuity. The article ends with practical implications about training school leaders in evaluation knowledge and skills. 相似文献
7.
教育只有以本真的方式存在,才能永葆其本质。在中西方文化与教育的源头上,两位教育大师孔子和苏格拉底创造的对话教育之古典范本以原始、质朴和天然的方式呈现了教育的原生态和本真存在方式。教育赖以发生的几种主要形式都是以对话的样式存在的。教育之本真在对话,它以对话而存在,因对话而发展。教育对话本真对教育管理的启示在于:要采用顺应教育对话本真的管理方式,使教育管理更加人性化、科学化和民主化;要用对话重建教育管理的内在关系,形成一种内在的良性互动机制;要用对话促进教育管理去行政化;要用对话解放教育管理人性,释放教育管理内在活力与动力。 相似文献
8.
在世界各国教育改革的浪潮中，教育的法制化和民主化是两个非常明显的趋势。教育的法制化和民主化表现在教育的许多方面，是各国教育改革与发展坚持和努力的方向。 相似文献
9.
教育管理是教育管理者在既定的教育制度下依据国家教育政策、法规,合理配置教育资源,达成教育目标实现的一系列思想性、服务性的管理活动。具有公共性、政治性、文化性、伦理性及教育性等特点;教育管理表现出科学化、专业化、民主化、均权化及信息化发展趋向。 相似文献
10.
Helena Munín 《Compare》1998,28(3):229-243
The introduction of ‘freer’ forms of organization and financing into the Latin American educational systems about 20 years ago parallels similar developments in the contexts of neo‐liberal policies in the USA, Great Britain and, more recently, in Eastern Europe. This article will highlight the effects of ‘school autonomy’, decentralization, and privatization in the Latin American educational systems. In so doing, I will focus on the analysis of educational policy development in Chile and Argentina, based in part on my own research results. The results demonstrate that ‘freer’ forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity—and also not for the (difficult to measure) categories of ‘quality’ and ‘efficiency’ of education. These findings contribute to question whether the neo‐liberal forms of organization and financing of educational systems in Latin America are important factors in the realization of these goals. 相似文献
11.
随着教育平等、教育民主化以及全民教育观念的深入人心．全纳教育的理念日益得到世界各国的认同。全纳教育主张要加强学生的参与和减少学生的被排斥。工读教育是一种特殊的教育形式．由于其特殊性,工读学生遭到社会的误解和排斥。文章从全纳教育的角度。对我国工读教育存在的问题进行了分析与思考,旨在将全纳教育的理念渗透到工读教育中,促进我国工读教育的发展。 相似文献
12.
Charlotte E. Nusberg 《Educational gerontology》2013,39(4):395-409
There has been an increasing interest in providing educational opportunities for the elderly in most industrialized countries over the past decade. This is a reflection in part of more older people actively seeking out learning opportunities, a recognition on the part of educators of the continued ability to learn well into old age and a desire to democratize higher education, and the goal of policy makers to promote active retirement in the hope of warding off pathological processes that can accompany aging. Although accurate statistics remain elusive, there has been widespread expansion in both formal and nonformal adult education opportunities for older learners in other industrialized countries. Striking examples include the success of study circles in Sweden and universities of the third age in Europe, Latin America, and Japan. Evidence collected to date suggests that they are not only tremendously popular with older students but also have salutary effects on individuals’ health and well‐being and enhance their ability to contribute to their communities. Nevertheless, all these educational opportunities still reach only a minority of the elderly; efforts in the future must be directed to expanding nonformal learning opportunities if larger numbers of old people are to be reached. 相似文献
13.
教育公平是教育的一种基本价值观念与准则,与教育制度相关联,并以此为基准规定着社会成员所享有的基本教育权利,规定着教育资源与利益在社会成员之间的合理分配。事实证明,即使是在机会平等的条件下,教育权利的行使也往往因为主体自然禀赋的差异而不尽相同。为此,我们需在充分认识正当程序对实现教育公平的价值基础上,努力建构合理的程序,为教育资源分配的正义提供程序规则依据;充分运用"商谈理论",为解决教育的公平问题提供民主化程序基础和救济机制。 相似文献
14.
Mariana Funes 《Learning, Media and Technology》2018,43(2):119-138
Open education aspires to democratize education, promote inclusion and effect change through social justice. These aspirations are difficult to realize in open, online environments, which enable multiple, and often conflicting, perspectives. This paper proposes a counter-narrative that surfaces certain operational norms of the internet and foregrounds their exclusionary nature. We offer an illustrative inventory of some social media interactional patterns to examine communication used in open online education communities. This examination leads us to conclude that language online is subject to a dialectical tension that both includes and excludes. We conclude that a different language is needed in open online educational environments; one that embraces exclusionary structures and strategic ambiguity, as well as the aspirations to further democratize education via digital means. 相似文献
15.
教育中的民主概念:一种批判性考察 总被引：1，自引：0，他引：1
石中英 《北京大学教育评论》2009,7(4):65-77
促进教育的民主化被看做是现代教育变革的一项重要任务。教育民主化包涵着非常丰富的内容,既包括教育机会的扩大和均等,也包括教育组织、活动和关系本身的民主化。在教育民主化理念的支配下,民主成为适用于并支配学校事务的一项基本价值原则。然而,人们仔细审视民主概念在教育场域中的应用情况,也发现存在不少值得严肃讨论的具体问题。这些具体问题指向一个更为基本的问题:学校是一个可以被民主化的场所吗?本文提出,由于学校组织的教育性特征,诞生于政治领域中的民主原则并不能完全无条件地适用于教育场域;在教育事务的处理上,民主原则的应用应该考虑与教育性原则以及传统、权威、道德、自主性等诸多影响因素相协调,从而建构更为良好的教育关系或教育秩序,防止现代社会以一种单一的民主逻辑来改造学校,防止现代教育陷入民主的迷思。这可以看做是对我国教育学界一直以来所倡导的教育民主化理论的一个补充或修正。 相似文献
16.
吴涛 《青岛大学师范学院学报》2012,29(3):5-9
作为近代教育行政学家,李建勋在其教育行政与学校管理的相关研究中,逐渐形成了一以贯之的集权化、民主化和专业化的教育行政学思想。集权化所强调的是教育行政机关的独立性、稳定性和权威性,民主化所追求的是不同层面对教育行政的积极同情与支持,专业化所要实现的是科学而高效的教育行政管理。 相似文献
17.
李可亭 《商丘师范学院学报》2002,18(1):140-142
教育现代化是社会现代化的一个重要组成部分，同时又是社会现代化的先导，它既是一种状态，又是一种目标。中国教育现代化的性质特征是教育民主化、教育科学化、教育民族化、教育社会化和教育主体化的有机综合；中国教育现代化的道路是教育由传统走向现代的不断改革、内在消解和超越的过程，是中西方教育相互渗透和融合的过程，是政治民主化、经济市场化、个人理性化、社会系统开放化的互动过程。实现教育现代化既是我国教育本身教育的需要、国家民族命运所在，同时也是世界教育发展的必然趋势。 相似文献
18.
教育现代化是社会现代化的一个重要组成部分,同时又是社会现代化的先导,它既是一种状态,又是一种目标。中国教育现代化的性质是教育民主化、教育科学化、教育民族化、教育社会化和教育主体化的有机综合;中国教育现代化的道路是教育由传统走向传统走向现代化的不断改革、内在消解和超越的过程,是中西方教育相互渗透和融合的过程,是政治民主化、经济市场化、个人理性化、社会系统开放化的互动过程。实现教育现代化既是我国教育本身发展的需要、国家民族命运所在,同时也是世界教育发展潮流的必然趋势。 相似文献
19.
公正与平等的民主理念是全纳教育的伦理基础。以全纳教育的视角审视我国当前的教育,可以发现其中存在许多不均等的现象。深入理解并切实推进全纳教育,是追寻真正的教育机会均等、推进教育民主化的应然选择。 相似文献
20.
加强教育科学研究积极推进教育创新 总被引：3，自引：0，他引：3
周远清 《北京大学教育评论》2003,1(1):10-12
推进教育创新必须加强教育科学研究 ;没有高水平的教育科学研究就很难有高水平的教育 ;高水平的大学要出教育思想、办学理念、教育理论 ;要加快教育决策的科学化、民主化、法制化进程。 相似文献