共查询到19条相似文献,搜索用时 140 毫秒
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目前,国内对教育传播发展的阶段,一般都是依据媒体发展的进程作为标准为划分的,而忽视了影响教育传播的其它因素。教育传播作为教育的一个子系统,总是与社会发展和教育本身的发展密不可分的。划分教育传播发展的阶段不能不考虑社会政治、经济、化和科技水平等因素对教育传播的影响,同时要考虑教育传播内部的各要素在不同发展时期的特征。据此,我们将教育传播的发展划分为四个阶段;渔猎社会教育传播、农牧社会教育传播、工业社会教育传播和信息社会教育传播。 相似文献
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社会教育以教育渠道的广泛性、教育内容的丰富性、教育形式的多样性等特点,弥补了学校教育和家庭教育的不足,大大促进了学生的全面发展和个性发展。为了保证学生的健康成长,必须努力探索发挥社会教育独特作用的途径和方法。 相似文献
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近代以来,我国大学与社会教育的互动是高等教育史、社会教育史中十分显著的教育现象。在大学扩充教育思想的引导之下,近代大学积极投入社会教育运动。大夏大学创立的社会教育系,开创了依托大学培养社会教育人才的先河,其发展经历了初创、扩充、恢复与深化、调整四个阶段。大夏大学社会教育系呈现出大学与社会教育互动的特征:形成理论与实际并重的课程设置、教学与实习结合的培养模式,培养社会教育人才;设立社会教育研究部门、创办社会教育专门刊物,开展社会教育学术研究,丰富社会教育理论;开办大夏公社、大夏民众教育实验区、花溪农村改造区等社会教育实验区,直接参与社会教育实践。大夏大学与社会教育的互动模式集教学、研究和社会服务于一体,对当今我国大学的改革和发展不乏宝贵的启示意义。 相似文献
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对教育传播发展阶段划分的质疑 总被引:5,自引:0,他引:5
目前 ,国内对教育传播发展的阶段 ,一般都是依据媒体发展的进程为标准来划分的 ,而忽视了影响教育传播的其它因素。教育传播作为教育的一个子系统 ,总是与社会发展和教育本身的发展密不可分。划分教育传播发展的阶段不能不考虑社会政治、经济、文化和科技水平等因素对教育传播的影响 ,同时要考虑教育传播内部的各要素在不同发展时期的特征。据此 ,我们将教育传播的发展划分为四个阶段 :渔猎社会教育传播、农牧社会教育传播、工业社会教育传播和信息社会教育传播。 相似文献
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社会教育是人类社会最初的教育形态。在古代,社会教育以社会教化为宗旨,用以维护封建统治秩序;在近代,社会教育以开启民智、变革社会为目的,社会教育内容有识字教育、通俗教育、平民教育、民众教育、工农教育等;改革开放以来,我国社会教育的内容以五育为中心、围绕德智体美劳开展形式多样的教育活动,具有学校教育特点;进入新世纪,我国社会教育以终身学习为特征,涵盖了社区教育、老年教育、公民教育、环境教育、数字教育等内容。今后,社会教育内容的发展应注意全面性、健康性、合理化、传统性、数字化等问题。 相似文献
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从社会教育学的角度,运用社会教育学的理论阐释潮州歌册,可揭示其教育对象的广泛性,教育内容的历史性,教育原则的群众性,教育功能的多样性,在当今它仍能继续发挥其社会教育价值。 相似文献
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于蕾 《湖北广播电视大学学报》2012,(1):127-128
本文在考察韩国高等教育大众化发展历程的基础上,揭示出韩国高等教育大众化以社会需求为导向、以多样化的高等教育体制为保障、以社会办学力量为主要动力等特征。韩国与中国具有许多相似的文化背景,该国高等教育大众化进程中的成功经验值得借鉴。 相似文献
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潘奇 《湖南师范大学教育科学学报》2008,7(2):40-42
教育的外部性,是指教育的举办和产出除了达到国家和个人的教育目的外,还会给其他社会团体和个人带来经济、非经济的影响,但教育却不能向受影响社会固体和个人给予直接补偿或不必要补偿。教育的外部性具有正向性、多样性、持续性、不易量化性等特性。对教育的外部性进行界定、分类、归纳,可以更好地为解决教育外部性问题提供理论依据。 相似文献
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当前,我国正处于经济、政治、文化全方位的社会转型时期,文化的多元化发展趋势日益明显,对女大学生形成了强烈的冲击,使她们陷入面临多种道德评价和道德选择的困境。立足女大学生的生理、心理特点,实行"性差教育"、因性施教,通过不断实现女大学生德育工作的帕累托改进,逐渐向整个高校德育工作的帕累托最优趋近。 相似文献
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Liv Anne Støren 《International Journal of Lifelong Education》2013,32(2):165-189
Diversity in its many guises is strongly championed in the adult education literature. To conceive a future for adult education that is not diverse and does not try to address the needs of diverse learners seems absurd. Yet, diversity is not a unitary concept, having many definitions and paradoxical effects. Questions arise about its future in a globalizing world. It is not obvious that all facets of diversity in adult education can thrive into the future. This paper attempts to explore the future of diversity in adult education. It applies two methodologies used in futures research to do so. One, causal layered analysis (CLA), enables the present to be analysed critically in order to explore possible futures. In this paper CLA is used to identify possible effects of globalization on diversity in adult education. The other methodology used is visioning. The adult education literature is examined for its visions of diversity. Four different visions are identified. Each theorizes diversity differently. One aims for individual personal development within an accommodating, non‐critical context. A second emphasizes personal development but within a context that is critical, striving for a more just society. A third envisions social learning facilitating change towards a critical, more just society. A fourth focuses on social learning but within an accommodating, non‐critical context. CLA and visioning enable some tentative statements to be made about the future of diversity in adult education. Chief among them is that diversity, when valued in the market place, will prosper, while diversity that is intended to act as an agent for social change will not. 相似文献
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东南亚国家在倡导语言多样性,推进民族和谐及社会发展中进行了多种努力,各国呈现出多彩的语言发展风格和教育政策。本文通过分析东南亚国家语言教育政策的发展历程,探讨该地区语言教育政策发展的基本特征及未来趋势。 相似文献
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《Educational Philosophy and Theory》2013,45(4):365-366
This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five ‘democratic’ classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture. 相似文献
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在教育的伦理特性受到社会价值取向多元化挑战的今天,强调"以善律教"是办好公共教育的重要基础。只有教育伦理规范体系自身是合理的,且其设定的内在基础为广大教育者所理解和自觉认同,教育伦理所追求的教育善才是可能和可行的。教育伦理规范的合理性含形式合理性和实质合理性两方面;其内在依据在于教育伦理之应然是现实社会的一种价值表达和价值期待,是教育主体间人伦关系和谐的本质要求,是丰富的教育经验积淀而成的教育实践理性。 相似文献
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Motoko Akiba Karen Sunday Cockrell Juanita Cleaver Simmons Seunghee Han Geetika Agarwal 《Equity & Excellence in Education》2013,46(4):446-462
State departments of education can play an important role in preparing teachers for effectively teaching diverse learners in our schools through state policies and standards on teacher certification and teacher education program accreditation. We conducted a content analysis of state standards on teacher certification and program accreditation in the 50 states and the District of Columbia to understand the type and characteristics of diversity-related requirements. We found that while all states addressed diversity in their standards, the type and characteristics of requirements varied across the states. The diversity requirements are ambiguous in most states, and only a small number of states utilize a “social reconstructionist” approach that focuses on preparing teachers to identify social inequality and take an active role to achieve educational and social equity. 相似文献