新《义务教育法》的突破与创新   总被引：12，自引：0，他引：12  

刘复兴 《教育研究》2006,(9)

有效解决我国义务教育改革发展面临的重大问题是修订1986年《义务教育法》的根本动因。新《义务教育法》在义务教育法的立法目的、义务教育的基本性质、经费投入、政府责任、学校安全、教育公平与均衡发展、教师队伍、法律责任等方面都有一些新的、重大的突破。这部《义务教育法》是我国义务教育立法和义务教育发展进程中的一个新的里程碑。  相似文献   

课程改革与教学模式转变   总被引：24，自引：0，他引：24  

段作章 《教育研究》2004,(6)

新一轮基础教育课程改革以空前的力度和崭新的面貌令世人关注,要实现课程改革的预期目标,关键在于教学模式的转变。现行教学模式必须从教师本位向学生本位转变,从独白式教学向对话式教学转变,从封闭式向开放式转变,从传递接受式教学向以引导探究为主要特征的多样化教学转变。  相似文献   

Assessment of violence potential among school children: Beyond profiling     

Matthew K. Burns  Vincent J. Dean  Susan Jacob‐Timm 《Psychology in the schools》2001,38(3):239-247

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Impact of cutback planning and management on the poor and minorities in New York City: The case of public education     

Joenathan Dean 《The Urban Review》1984,16(3):123-143

It is argued that the plight of the dependent-poor is likely to get worse as New York City's fiscal crisis is transformed into a service crisis. Considerable emphasis is given to describing the politics of school closings. The school closure issue has profound implications for any attempts to improve the educational lot of urban schools due to the potential relationship between white flight and school closings. The common tendency to close small and old school facilities located in areas where densities are higher (which minimizes transportation costs) results in schools being closed that are predominantly attended by poor and minority students. Policymakers should be able to learn a great deal about cutback management and planning in general through a better understanding of retrenchment policies which school districts throughout the nation have adopted.Presented at the Annual Meeting of the Association of Collegiate Schools of Planning, Washington, D.C., October, 1981.  相似文献   

论自主、合作、探究学习   总被引：45，自引：0，他引：45  

余文森 《教育研究》2004,(11)

新课程提倡自主、合作、探究学习。自主学习的内涵包括主动性、独立性、自控性,在实践中应处理好教师主导性和学生主体性的关系;合作学习的内涵包括交往性、互动性,在实践中应处理好合作与学习、竞争、独立的关系,教师和学生的关系;探究学习的内涵包括问题性、过程性、开放性,在实践中应处理好"形"和"神"的关系。不能把自主、合作、探究学习形式化、绝对化,要学会全面辩证地看待自主、合作、探究学习。  相似文献   

课堂交往冲突研究   总被引：11，自引：0，他引：11  

张希希  田慧生 《教育研究》2005,(9)

课堂交往冲突是指当课堂教学活动参与者用相互矛盾的行动路径去达成相同或不同活动目标时所感知到的不一致或相互干扰,它包括三种类型:程序性课堂交往冲突、实质性课堂交往冲突和人际关系课堂交往冲突。课堂交往冲突的作用具有积极和消极二重性。良性人际关系建构、信任重建、沟通重构、协商合作、加深理解以及课堂文化共同体建构等是科学管理课堂交往冲突的基本方法。  相似文献   

Persistence of Attitudes and Values of NDEA Students-Two Years Post Institute     

Dean E. Rochester 《Counselor Education & Supervision》1970,9(3):205-207

Eighty-two students who had been enrolled in year-long NDEA Counseling and Guidance Institutes were followed up for a two-year period concerning attitudes and values. Subjects were administered the Porter Test of Counselor Attitudes and the Study of Values. Students attitudes and values similar to those present at the onset of their program and similar to those present after they had been away from their program one year. Some differences were noted concerning end-of-institute responses. Changes occuring during the programs appear minimal. Since there were no differences indicated between the one- and two-year follow-up, one year might be a sufficient period for this type of investigation.  相似文献   

Educating students with FASD: linking policy,research and practice          下载免费PDF全文

Julie A. Millar  Janet Thompson  Dorothy Schwab  Ana Hanlon‐Dearman  Deborah Goodman  Gal Koren  Paul Masotti 《Journal of Research in Special Educational Needs》2017,17(1):3-17

Fetal alcohol spectrum disorder (FASD ) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school‐aged children is 2.3–6.3%. In this paper, we address the questions: (1) what is FASD ; (2) what is the prevalence of FASD in schools; (3) what is the impact of FASD ; and (4) why develop special FASD education strategies and programmes? We summarise the 18‐year history of W innipeg S chool D ivision's development of its FASD P rogramme of services, describe the specialised FASD classrooms and then present the results from a consensus‐generating workshop comprised of 36 FASD education professionals, with over 209 years of collective FASD education programme experience, who were asked to identify and reach consensus on best strategies and lessons learned in FASD education programmes. We then suggest that effectively educating children with FASD is critical to get right if positive educational outcomes are to be realised.  相似文献   

Kaleidoscopic views I: Critiques of systemic change toward self-renewal     

Dean Dyer 《TechTrends》1996,41(3):4-12

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解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献