共查询到20条相似文献，搜索用时 31 毫秒
1.
Paul Hart 《International Journal of Science Education》2013,35(11):1239-1254
This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education. 相似文献
2.
The mathematics education community has shown considerable awareness of the international status of their discipline. While
internationalization of the discipline is not a new phenomenon, globalization is a relatively recent term in educational discourse.
This paper presents a theoretical model towards the study of globalization and internationalization in mathematics education
based on previous publication by the authors. Secondly, it identifies some key issues that have been discussed in the literature
and that may require further discussion and research in the field. In particular it discusses the issue of similarity of mathematics
education curricula around the world. The concept of a global curriculum is rejected in favor for more internationalized approach
to curriculum reform based on collaboration between mathematics educators. 相似文献
3.
Shun Wing Ng 《Compare》2012,42(3):439-459
This article adopts the critical theory approach to reflect and analyse the impacts of globalization on the internationalization process of higher education in the Asia-Pacific region. It argues that globalization forces many of the higher education institutions in the region to follow global practices and ideologies of the Anglo-American paradigm without developing their own unique systems and honouring the rich cultures of their own countries. While higher education institutions are indulging in internationalization in terms of marketization and economic pragmatism, they have to ask themselves, ‘What is missing in the process of internationalization?’ This article argues that internationalization of higher education contributes to building more than economically competitive and politically powerful states. It represents a commitment to the development of an internationalized curriculum where the pursuit of global citizenship, human harmony and a climate of global peace is of paramount importance. 相似文献
4.
Philip G. Altbach 《Higher Education》1993,26(1):3-20
India has been trying to reform its higher education system for more than a half-century but the results in terms of systemic change have been minimal. The universities have expanded dramatically to meet the demands of an increasingly powerful middle class although resources have not been adequate to ensure the maintenance of standards. In India's bureaucratic environment, political will to change the universities has been inadequate. For these and other reasons, the mainstream of Indian higher education, now including 7,000 colleges and 150 universities serving more than 4 million students, suffers from deteriorating standards, occasional unrest and inadequate resources. However, at the margins of this seemingly unmovable system have been a variety of significant changes and reforms. The Indian Institutes of Technology, for example, provide high quality post-secondary education. Even within the traditional universities and colleges, some interesting reforms in curriculum have been successful in limited areas. This analysis points to the factors inhibiting reform and change as well as some examples of limited successes. 相似文献
5.
伴随时代进步与社会发展,公民教育的理论与实践在批判继承的基础上也在不断变迁。近代以来,公民教育的各种思潮纷纷涌现。在全球化的背景下,又形成了公民教育研究的新视野,即多元文化论公民教育和全球意识公民教育。其理论与实践对我国具有多方面的启示,从课程与教学的角度看,课程目标、课程内容、课程实施以及课程评价等环节被赋予了更丰富的内涵。 相似文献
6.
《Journal of Vocational Education & Training》2012,64(1):25-35
ABSTRACT This paper explores the relationship between changes in the labour process, recent developments in the vocational curriculum and challenges that these changes present to the preparation of further education lecturers in England and Wales. Firstly it will be argued that the economy is moving from a Fordist to a post‐Fordist phase and that this change is affecting the vocational education curriculum. Previous attempts to relate post‐Fordism to education have tended to analyse the relationships in terms that are too general. When a specific aspect of education and training is examined such as the introduction of National Vocational Qualifications and General National Vocational Qualifications in England and Wales, more light is shed on the question of ‘correspondence’. This in turn reveals issues such as divisions between mental and manual work and issues of conception and execution which tend to be ignored or overlooked in debates about changes in the curriculum and changes in the economy. Secondly it will be argued that the new curriculum demands a new kind of professionalism for vocational teachers and a new kind of teacher preparation and expectation 相似文献
7.
For the past few years, the Republic of Cyprus has been pursuing a major educational reform across all levels of mandatory education, focusing especially on curriculum change, for the implementation of which in-service teachers have undergone a series of professional development seminars. Individual and focus group interviews with in-service elementary teachers, regarding their sense of professionalism within this curriculum change process, revealed that teachers positioned themselves largely onto different points on a continuum. These are conceptualized as positions veering between teachers’ sense of minimum and maximum autonomy over their participation in the development and introduction of the new official curriculum. Framed by a traditionally centralized context, these positions were discursively negotiated in contradictory ways which allowed multiple positionings by each teacher. The paper concludes with the implications of these findings for understanding teacher professionalism and positioning, as well as for considering how this might relate to curriculum change and implementation processes. 相似文献
8.
The process of globalization has posed great challenges to the twenty-first century education in every single nation.In response to these challenges,scholars and curriculum theorists have advocated to develop transnational and multinational curriculum to meet the requirements of global citizens.To be specific,26 experts from nine nations worked on a multinational curriculum project for four years.The final product is a set of curriculum recommendations on education for global citizenship.Despite the success of this project,various challenges also exist for those who work on developing multinational curriculum. 相似文献
9.
在当今经济全球化时代,我国英语文学教育因其无功利和反功利性而遭遇严峻挑战,其学科地位处于缺失状态,而其课程教学举步维艰。从后殖民主义课程观角度,作为半殖民产物的英语文学教育的历史发展过程显示,英语文学作为学科和课程一直被误解、误表、误述。我国英语文学教育工作者在充满政治张力和权力关系的历史过程中,表现出了学科意识淡薄、课程理念阙如、课程责任感匮乏、对英语文学理解偏差等问题。要从英语文学教育的特殊性出发,借鉴后殖民主义的文化批判态度、反话语霸权的立场等,促成英语文学课程范式的实质性改革。 相似文献
10.
The formation of the South Korean identity through national curriculum in the South Korean historical context: Conflicts and challenges 总被引：1，自引：0，他引：1
This study explores how the South Korean identity has been formed and transformed by examining the Korean national curriculum in its historical context. The study first examines how the Korean identity, previously formed by traditional ethnic values, has been transformed during the period of national modernization. It then describes the efforts to form a Korean identity through national curriculum reform amid globalization, a phenomenon that has rapidly progressed in Korea since the 1990s. It also discusses the conflicts within and challenges to Korean identity in the Korean curriculum reform process. 相似文献
11.
世界各国面对全球一体化带来的公民身份认同危机,纷纷颁行关于公民教育课程的政策法规,以实现培养合格公民的目标。在这一进程中,英国、澳大利亚、美国、加拿大四国的公民教育课程改革较具代表性。课程目标制定的专业性及明确性、课程资源的可获取性、教师培训的有效性、资金支持的连续性以及课程研究、评估和监督的持续性,成为影响公民教育有效实施的几大决定性因素。 相似文献
12.
Ann E. Jewett 《Quest (Human Kinetics)》2013,65(2):163-173
Although too few physical education scholars have given priority to the formulation of curriculum theory, genuine progress has been made in the past quarter of a century. Recent efforts in physical education theory building are reviewed within the overall context of general curriculum theory and in historical perspective. Special attention is focused on relationships between curriculum and instruction. A selected model for physical education curricular decision-making illustrates the process of relating a physical education curriculum theory to general curriculum theory, the need for adaptation to differing value orientations, and the nature of the impact of curiculum theory on instructional decisions. 相似文献
13.
In this paper, the authors investigate what global visions of education are reflected in the selected national curriculum standards, with special reference to two seemingly contradictory forces: globalization and nationalism. This paper examines the socio-economic and cultural foundations of the curriculum and explains how the national curriculum for South Korean global high schools symbolically appropriates global education for the purpose of national competitiveness. Our findings show that, although the selected curriculum document alludes to the importance of international understanding and of global citizenship education, its primary objective is to provide students with knowledge and skills for national competitiveness and to uphold, rather than weaken, national identity in reaction to global pressures. This phenomenon is closely linked to the historical background of Koreanized globalization, in which the concept of segyehwa has been used as a catalyst for undertaking global education for the ends of global competiveness and national pride. 相似文献
14.
15.
Toward Effective Teaching and Learning: stories of primary schools'environmental science interest and action 总被引：1，自引：1，他引：0
This article provides some stories of primary school teachers' and students' experiences of implementing new science teaching and learning strategies through an action research process that have also led to more environmental education occurring in the schools' curriculum. The stories have been constructed from the coordinators' journals, observations and interviews with the teachers and students in the schools. The teachers in the schools are consciously engaged in an action research-based model of curriculum change in science teaching and learning. The stories also acknowledge the critiques of critical theory in environmental education and the possibilities for a socially critical approach in environmental education within a context of the limited opportunities for both science and environmental education in primary schools. 相似文献
16.
全球化·民族文化·高等教育 总被引：1，自引：0，他引：1
全球化是历史发展的必然结果,信息化与网络化在广度与深度上加速了全球化的进程,以一个民族或国家为背景研究社会发展的思路受到了严峻挑战,人文社会科学研究不能无视全球化状态。面对全球化,民族文化的本来生存命运与现实生存命运已引起人文社会科学界的广泛关注。担负着传承、弘扬民族文化,进而培育民族精神的民族文化教育的重新提出,是全球化语境中高等教育应对和融入全球化的重要话题。 相似文献
17.
Hazel Bines 《British Journal of Sociology of Education》1993,14(1):75-90
Special education has been somewhat neglected in the sociological study of curriculum change, despite the value of sociological perspectives on policy and provision for special educational needs. This article considers the redefinition of special education over the last decade, in both mainstream and special schools, drawing on other sociological analyses of curriculum redefinition and realisation. Particular attention is given to the professional interests involved and the contexts within which change has taken place. The article concludes with a review of the implications of recent legislation for the redefinition of special education. It is suggested that the increasing convergence of policy and curriculum frameworks for both special and mainstream education requires an integrated approach to future research and analysis. 相似文献
18.
教师发展(FD)的课题——日本的视角 总被引：1，自引：0，他引：1
本文以日本为例,系统研究了大学教师发展（FD）的背景、进展和课题。由于全球化、市场化以及知识化社会等背景,日本在80年代以后开始重视大学教师发展,推动FD制度化。教育质量保证是FD的基本原则。在21世纪,FD的理论和实践都有待于提高到新的阶段。这里不仅包括教师组织、课程、评价制度等要素的改善,还包括重新思考教学学术的问题。 相似文献
19.
Lorraine Stefani 《International Journal for Academic Development》2013,18(1):41-50
In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comes to the foreground is the problematic concept of academic development and how it is understood outside of its own community. 相似文献
20.
项贤明 《北京师范大学学报(社会科学版)》2008,(1):5-13
教育全球化是发生在当今世界一个实实在在的不以个人意志为转移的客观历史进程,它与政治、经济和社会文化等社会各领域的全球化现象密切关联。经济全球化改变着国家教育体系的功能,也推动着市场经济原则在教育领域的泛滥;政治全球化将各国制定教育政策的语境扩展到了全球,并赋予了教育以更多普世的社会功能;文化和社会生活的全球化改变了个人生长发展的环境,也改变着制度化的学校教育与非制度化的生活教育的关系。很难对复杂多维的教育全球化现象作出或好或坏的简单评价,只有通过改革和创新积极应对挑战,才能使我们的民族特色在全球化进程中得到保留和发扬。 相似文献