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1.
阿多诺研究了权威主义人格,认为权威主义人格的形成与童年的家庭教育有着密切的关系,指出权威主义人格具有因袭主义、权威主义服从、权威主义攻击三个核心成分,这些成分对人们的政治行为产生影响。我国也存在权威主义人格,阿多诺对权威主义人格的研究对我国政治文明建设具有借鉴作用。 相似文献
2.
在教育过程中,教师权威时常和权威主义混淆在一起."民主"、"自由"以及"平等"等教育理念也将矛头指向教师权威.实质上,教师权威总是作为权威主义的"替罪羊"存在,权威主义才是教育过程中的真正敌人.相反,教师权威有其存在的合理性与合法性.从权威主义到教师权威,是为教师权威正名的过程,也是对教师权威重建的过程. 相似文献
3.
本文以韩国为例从发展经济学的角度探讨权威主义的起源。经济发展理论认为，一个经济发展取向的、能够提供政治稳定的、以理性和效率为诉求的硬政权是欠发达国家实现现代化的必要前提。权威主义本身所具有的发展型国家、普力夺主义和压制性发展特征满足了这些要求．这成为它得以上台的根本原因。 相似文献
4.
王金珍 《山东教育学院学报》2005,20(1):55-58,66
俄罗斯由于历史传承和现实需要，选择了一条权威主义导向的政治变迁和发展道路。实践证明，权威主义政治是一种与俄转型时期经济社会发展相适应的政治结构模式。但权威主义本身固有的非均衡性以及相应的一系列弱点也十分明显．俄罗斯特有的人文背景使其权威政治打上了本民族的深刻烙印，法理型、理性化的权威政治的建构仍是一个艰难推进的过程。 相似文献
5.
政治价值观不仅受到政治制度和社会环境变迁的影响,同时还受制于个体自身的心理结构。本研究以认知-情感系统理论为框架,通过构建一个有调节的多重并行中介模型,探讨人格特质对政治价值观的影响机制。基于3840份具有高学历、年轻化特征的样本数据进行分析,结果表明,人格特质显著影响政治价值观,权威主义人格和社会支配倾向在人格特质和政治价值观之间起中介作用,教育水平不仅能调节权威主义人格和社会支配倾向对政治价值观的影响,还削弱了人格特质通过权威主义人格和社会支配倾向对政治价值观的间接效应。 相似文献
6.
从翟莉的硕士学位论文《教师文化的三大倾向对师生关系的负影响》得到启示,教师文化的权威主义、效率主义和精英主义倾向对师生关系的负面影响值得关注,需要再三反思。该论文的某些论证与论据存在一些欠缺,希望与该文作者商榷,以此带动广大教育者共同关注教师文化倾向对师生关系产生的负面影响问题,从而为后续研究与教育的健康发展做出努力。 相似文献
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转型国家仍需权威主义政治 总被引：1，自引：0，他引：1
二战后，权威主义政治在东亚的实践是成功的。当前，亚洲和其他地共的转型国家仍然需要坚持权威主义政治，而不应热衷于西方的民主政治。本文从权威主义政治的含义和特征，政体与国情，权威主义政治的实践等方面对这一问题做一探讨。 相似文献
9.
权力是政治的重要组成部分,有效的权力结构是国家机构赖以生存的基本条件.,文章介绍了美国历史上中央与地方关系的纵向权力机构演变有三个代表性时期即二元联邦制政府主导制和新联邦主义;美国中央与地方纵向权力结构演变过程中又有四个典型的特征即自主主义传统,法理主义权威渐进主义改革和冲突合作并存;一个国家在处理其中央与地方关系的问题时必须注意三个问题即中央全能与自治神话的问题,文化传统与制度神话的问题和政府扩展与权力神话的问题. 相似文献
10.
高俊霞 《昆明师范高等专科学校学报》2009,31(4):115-118
“消解说”是关于教师权威问题的一种尚欠明确和欠系统性的认识,其表现出一定的局限性,如：“消解”之含义不清,对于权威与民主、自由的关系认识不全面等。正确看待教师权威消解状况,最重要的是要弄清楚教师权威存在的基础及其具体表现。事实上,教师权威的实际运行基础并无本质性的改变,“消解”也并非一种根本性的变化,消解论者所指的教师权威消解实质上只是指其在教育实践过程中的负面消解影响及表现,故不全面。 相似文献
11.
The study investigated the stakeholders’ perceptions of South Korea’s higher education internationalization policy. Based on the research framework that defines four policy values—propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders’ perceptions. According to the findings, the stakeholders perceived that the government’s internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities. 相似文献
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在教育全球化时代,地方化因素对于一个国家是否成为教育改革的参考标准依然重要。澳大利亚和韩国两国媒体对亚洲国家和地区PISA成功的描述与话语讨论因国情不同而表现出各自的特点,进而影响着政策借鉴是否可以以及如何发生。基于对澳大利亚与韩国媒体对PISA结果报道的比较后发现,对亚洲教育的刻板印象、国家间的经济关系、潜在参考国家和地区在PISA排名表中相对排名的变化等三大因素影响着一个国家对这些国家或地区"最优教育系统"的政策借鉴。 相似文献
14.
Jung Cheol Shin 《Higher Education》2012,64(1):59-72
The features of Korean higher education development are related to sociocultural tradition (Confucian tradition), the model
university ideas, and economic development in Korea. The modern university ideas adopted in Korean are based on the German
model which was established by the Japanese colonial government and drawing on the US university model after the World War
II. However, the modern university ideas are intertwined with socio-cultural factors and have been embedded in current Korean
universities. As well as the western ideas and the Confucian tradition, the growth of Korean higher education has relied upon
the rapid growth of the Korean economy. Education development is well aligned with economic development in Korea thanks to
government policy initiatives. This framework can be applied in the analysis of higher education development in other countries.
Higher education development cannot be solely explained by individual cultural, historical or economic factor. These three
factors are interlinked and influence the development of Korean higher education. 相似文献
15.
韩国政府从1996年开始历经15年完成了第一、第二、第三阶段教育信息化的综合计划,当前韩国在硬件和软件方面都走在了世界前列,已经发展成为名副其实的信息技术强国,这得益于韩国政府所实施的一系列扶植信息化方面的政策。韩国政府为了继续巩固信息技术强国的地位,2011年在教育领域又推出了强化信息技术发展水平的新举措,即四阶段教育信息化的综合计划。因此,研究韩国教育信息化的最新发展战略,对我国教育信息化战略的制定具有重要的启示。 相似文献
16.
AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed. 相似文献
17.
Since 2001, the issue of the low ratio of women faculty in universities has been prominent in Korea because of its negative
impact on female students and gender equality at the university level that has affected human resource development and utilization
at the national level. To address this issue, the Korean government developed and executed an education policy, the Policy
on Women Faculty Increase (PWFI) from 2004 to 2006. This paper investigated reactions to the PWFI and changes made as a result
of the policy in the conservative Korean higher education context. We found that although the PWFI has particularly contributed
to increasing the representativeness of women faculty in areas in which women faculty used to be rare, overall the PWFI has
not made significant improvements in most participating universities due to the lack of internal motives and drivers and effective
systems to support the policy. Recommendations for improvements in the policy are offered. 相似文献
18.
新中国成立以来,中国朝鲜族教育发展较快,初等、中等、高等教育均有了一定的规模。新时期朝鲜族语言教育面临人口减少和流动及由此带来的一系列问题。必须在国家发展民族语言教育事业政策的扶持下,抓住时机,发展朝鲜族语言教育事业,使政策性和科学性有机结合起来;要设立多种形式的学校和机构,建立新的教育模式。 相似文献
19.
Does policy matter in shadow education spending? Revisiting the effects of the high school equalization policy in South Korea 总被引：1，自引：0，他引：1
Soo-yong Byun 《Asia Pacific Education Review》2010,11(1):83-96
In 1972, the South Korean government proposed the high school equalization policy (HSEP) to eliminate high-stakes exams and
introduce random school assignment to high school entrance. This policy was intended to reduce a financial burden imposed
on families due to the costs of children’s shadow education. Since its first implementation in major cities in 1974, the HSEP
has been increasingly expanded to many regions across South Korea. Yet little known is about whether the HSEP has achieved
its policy goal in terms of decreasing the demand for shadow education. Using data from a longitudinal survey of a nationally
representative sample of South Korean seventh graders, this study assesses the extent to which the HSEP makes a difference
in changes in household expenditures on shadow education during the middle school (grades 7–9). Propensity score matching
methods are used to remove selection bias and test the heterogeneity of the effects of the HSEP. Results show small effects
for the HSEP in reducing the financial burden of shadow education spending on families, particularly for lower income families.
The findings suggest that the government intervention by reducing disparities among schools and competition for entering a
particular school makes a difference in shadow education spending. 相似文献
20.
The article aims to reform Korean textbook policy through analysing national curriculum alignment in authorized school textbooks and assessing their quality management. The research was conducted with 14 different types of approved middle school physical education textbooks that were examined for the creativity embedded in Korea’s current national curriculum. The research outcomes indicate great disparities in the creativity of the examined physical education texts. Also, the textbooks focused only partially on the aim and method of the mandated curriculum. The findings suggest a lack of creativity, which is a guiding principle of nationally authorized textbooks. Thus, Korean textbook policy needs to be changed in two important ways. First, the classification of creativity must be made part of the compilation criteria, and second, creativity must be reinstated as part of the authorized textbook screening process. 相似文献