欧盟终身学习计划述评——基于关照成人及其学习视角     

蒋亦璐  高志敏 《现代远程教育研究》2013,(6):50-57,97

上世纪70年代初,原法国总理埃德加·富尔（EdgarFaure）及其同事,最早提出了“终身学习”的概念,认为每一个人必须终身不断地学习。多年来,欧盟的终身学习计划一直努力践行着这一理念,从上世纪90年代初起,欧盟陆续地推出了一系列以各自独立的方式加以实施和运行的教育计划。2007年,欧盟实施终身学习计划,该教育计划框架有四项支柱计划,分剐是夸关组斯计划、伊拉斯莫斯计划、达·芬奇计划、格龙维计划,以及两项辅助计划：横向计划、让·莫内计划。欧盟的终身学习计划展现了终身学习思想在欧洲付诸实践的比较先进的模式,其模式的思路与做法有许多值得借鉴,一是目标设置,导向目标和政策目标结构层层递进,目标内容贴近现实;二是人群覆盖,欧盟的终身学习计划人群覆盖的纵向考虑,尊重了人的发展与学习之终身性特征,而横向覆盖面又顾及了人们社会角色扮演与任务担当及其发展需求的多样性和差异性特征;三是内容设计,欧盟终身学习计划各分项计划在其内容要目“求同”的设计,使终身学习计划的整个内容结构更为规范,各教育板块间可以进行交流与合作,而具体教育内容“求异”的设计,有助于各教育板块保留自身特点,可以反映和满足不同学习者的不同学习需求。  相似文献   

远程英语写作书面反馈模式与生态链构建     

冯群 《现代远程教育研究》2013,(3):84-90,103

写作反馈是读者向作者的输入,其目的是为作者修改文章提供信息,它具有评价、知识传递、促进学习的功能。写作反馈的理论基础主要包括语言输出假设、语言输入假设和二语习得整合理论。纵观国内近20年二语写作反馈研究成果,主要集中在书面反馈模式、反馈效果、影响反馈效果的因素三个方面。反馈模式主要有教师反馈、同伴反馈、教师与同伴反馈相结合模式、电子智能反馈模式四种。制约和影响反馈效果的因素主要有反馈接收者、反馈发出者和反馈方式三个方面。反馈效果是反馈研究最为关注的核心问题,反馈的最终目的在于使学生能够内化反馈的知识点。在远程教学中,由于教与学时空分离、学生基础薄弱、师生比例太大,这给远程写作教学带来新的挑战。构建一种"写作-反馈-内化"的写作反馈生态链是应对这一挑战的新思路。生态链中的"写作"不断输出学习者对语言知识的假设,"反馈"不断发现和修正学习者在语言学习过程中的错误假设,"内化"则不断地运用已有知识吸收语言知识的正确假设。通过不断循环,能够保证远程学习者语言学能和写作能力的不断提高。  相似文献   

国外雅典的陪审法庭研究综述     

张春梅 《大连大学学报》2013,(4):74-77

20世纪70年代以来,西方学者针对雅典陪审法庭的起源和发展、构成和运行、职能和地位以及法庭与法律的关系等相关问题展开深入研究。制度考察和思想观念考察相结合,应是雅典陪审法庭研究的发展趋势。  相似文献   

从象牙之塔走向千家万户--评《中国版本文化丛书》     

姚伯岳 《大学图书馆学报》2004,22(2):82-83,86

《中国版本文化丛书》是我国第一套以图书版本为主题的丛书。本篇书评在分析版本概念涵义和讲述图书版本研究历史的基础上,对该套丛书的内容、体例、价值和作者构成作了评介。  相似文献   

基于系统性文献回顾法的新型研发机构研究与展望     

张玉磊  郑奕  罗嘉文  张光宇 《科技管理研究》2019,39(15)

本文以国内经济管理领域 2003年至2019 年的179篇文献为样本,使用系统性文献回顾法(SLR),探索和总结了新型研发机构的研究现状及其知识结构,分析现有研究的缺失并尝试寻找未来的研究趋势。研究发现: 第一,新型研发机构的知识结构由9个部分构成一个2W1H的主题研究框架。第二,从国家、产业和企业层面分别总结了阻碍新型研发机构发展的因素及其提升对策建议。第三,从研究知识模块、研究切入角度和研究趋势拓展3个方面解剖现有知识断层,并对未来的研究提出具体可行的对策建议  相似文献   

Can social integration in schools be mandated: Evidence from the Right to Education Act in India     

《International Journal of Educational Development》2020

Although Affirmative Action policies have been enforced in many countries, their consequences are highly understudied, especially in the context of developing economies. Section 12(1)(c) of the Right to Education (RTE) Act enforced in 2009 is the first attempt to introduce affirmative action in primary schools in India. The act requires all private schools to reserve at least twenty five percent seats for children from economically weaker sections. To understand the effect of the act on i) social integration and ii) academic outcomes, we asked 1500 children (grades one to three) from four schools to answer friendship surveys and short tests in Mathematics and English. The schools in our sample vary considerably in constitution and were intentionally chosen to understand the impact of the act in different school settings. The friendship surveys show strong homophily i.e. non-RTE students cite other non-RTE students as friends, while RTE students chose to be friends primarily with other RTE students. Trends in test scores reveal that students admitted under the RTE quota score significantly lower than non-RTE students. However, RTE students who have a higher share of non-RTE friends have better test scores, suggesting that affirmative action may have a positive influence on learning outcomes for RTE children. Further we note that commitment from the school authorities and systematic monitoring and evaluation of the implementation of the act will go a long way in bringing out some of the benefits that this act was designed to achieve. Our findings have important policy implications with respect to ensuring proper implementation of the Section12(1)(c) of the RTE act in schools across the country.  相似文献   

A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course     

《Studies in Educational Evaluation》2018

One of the productive lines of research on self-assessment (SA) and peer assessment (PA) concerns their concurrent validity with respect to a criterion measure. However, similar research has rarely been conducted for spoken-language interpreting. This article therefore reports on a longitudinal study that investigated the validity of self and peer ratings on three performance dimensions of English-Chinese consecutive interpretation (i.e., information completeness, fluency of delivery, and target language quality), taking teachers’ ratings as a yardstick. Major findings include: although the students as a group were unable to replicate teachers’ ratings, they were able to rank-order their performances in a fairly accurate manner and improved their SA and PA accuracy over time. Interpreting directionality seems to moderate the correlational strength of self/teacher ratings and peer/teacher ratings. These results are discussed in relation to previous literature, and pedagogical suggestions are provided to improve SA and PA for bi-directional interpretation.  相似文献   

王云五研究四十年:回顾与述评     

邓文池 《河北科技图苑》2017,30(1)

20世纪70年代中期以来,随着王云五个人著述及研究资料的整理和出版,学术界兴起了王云五研究的热潮.这些研究主要涉及王云五与出版、王云五与图书馆、王云五与近代政治、王云五与近代经济、王云五与近代教育、王云五与同时代名人等方面.当前的王云五研究虽已有斐然的成果,但仍有继续深入的空间和可待挖掘的方面,如:加强各领域中王云五的资料整理和系统性研究;深化王云五与同时代名人的比较研究及联合研究;重视王云五等为领军人物的近现代出版人群体的研究;融合多学科视域开拓王云五研究;王云五研究的学术交流.  相似文献   

"草根书评"的文化现象研究     

蔡静 《河北科技图苑》2017,30(1)

通过阐述"草根书评"的释义和兴起原因,分析其种类形式和对读者的引导情况,与常规书评进行优劣势比较,点明"草根书评"是书评文化新兴的、重要的组成,应与常规书评互为补充,共同推进书业发展和提升国民阅读.  相似文献   

Classroom Community and Peer Culture in Kindergarten     

Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38

This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s social development and creation of a peer culture during the transitional months into public education. The main focus of the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class.  相似文献