从边缘到中心：学习化社区构建探讨     

宋孝忠 《河南师范大学学报(哲学社会科学版)》2002,29(1):112-114

社区是社会构成的基本单位，也是实践终身教育，终身学习的切入点和最好中介，作为未来社区教育的基本形态，学习化社区的构建显得尤为必要，具体对策是：（一）观念层面：更新思想，形成终身学习理念；（二）制度层面：依法治教，提供相关制度保障；（三）实践层面，立足现实，构建终身学习化社区。  相似文献   

乡野间的城市跫音——试析《哦,香雪》与《人生》的城乡冲突     

申轩  刘洋 《宜宾学院学报》2005,5(7):62-64

本文通过对《哦,香雪》与《人生》的解读,窥视了中国城市化初始阶段的城市与乡村的复杂关系。  相似文献   

Teaching with ignorance: Questions of social justice,empathy, and responsible community     

Sharon Todd 《Interchange》2004,35(3):337-352

This paper explores the limitations of empathy for the formation of community, particularly within social justice education. I begin with a discussion of the major tension within the idea of community — that it is founded at once on commonality and difference. Building in particular upon the work of Emmanuel Levinas, the paper articulates an understanding of community as a signifying encounter with difference that is not founded upon knowledge about the other, but upon a being-for and feeling-for the other. Focusing upon the explicitly educational commitment to working out forms of relationality conducive to establishing community and social justice across social differences, I ask how might teaching with ignorance, as opposed to teaching for empathy, bring us closer to the being-for others that marks our ethical engagement with other people and engenders our responsibility to the collective?  相似文献   

武汉老年人居住环境现状及展望     

龚静  阎春林 《武汉职业技术学院学报》2004,3(1):28-30

通过对武汉老年人现有居住环境的分析，提出未来武汉市老年人居住环境的发展及其展望。  相似文献   

Young children's ideas about the nature, causes, justification, and alleviation of poverty   总被引：1，自引：0，他引：1  

Judith A. Chafel  Carin Neitzel 《Early childhood research quarterly》2005,20(4):433-450

Sixty-four 8-year-old boys and girls from urban and rural settings and representing different races and socioeconomic status backgrounds responded to questions about the nature, causes, justification, and alleviation of poverty. Much of what the children said indicated that they had not yet internalized prevailing adult norms and values about the poor in our society. A substantial proportion spoke in ways suggesting forces apart from the individual as causing poverty. Nearly all believed that poverty was not fair. Justifications offered by the children included disavowing economic inequality, or speaking in terms of basic needs or what should or ought to be. A majority mentioned philanthropy or societal change as a way to end poverty. Findings also lend support to the claim of social representations theory that concepts vary as a function of social factors. Future research should employ a design that acknowledges interacting variables to investigate systems of meaning in children's understandings about poverty.  相似文献   

农村社区发展学院办学模式构想   总被引：10，自引：2，他引：10  

刘尧 《职业技术教育》2002,23(25):55-59

深化农村教育改革,必须将农村高等教育培养目标转到为农村经济社会发展培养高素质的应用型高级人才上来,大力发展农村社区发展学院,探讨“学院 X 农户”、产学研一体化、县乡村网络化、就业培训兼升学教育、三教统筹等多样化办学模式及课程模式。这是促进农村高等教育发展的有效途径。  相似文献   

Improving Writing of College-Bound Students with Rubrics: An English Department's Collaborative Journey through Teacher Leadership     

Scott N. Forrest  Kerry D. Moquett 《Clearing house (Menasha, Wis.)》2016,89(6):179-184

A high school English department collaboratively addressed the issue of college-readiness in writing while utilizing a focused four-phase leadership model to guide their efforts. Although this discussion highlights the strategic use of writing rubrics, it is the intention to share the benefits of using the four phases of collaborative teacher leadership model with a clear path that strategically uncovers instructional problems, identifies solutions, and analyzes data within a sustainable process. This discussion illustrates how the leadership model guided the department in identifying core causes of students' struggles with academic writing and solutions of strategically using writing rubrics to guide students to higher levels of mastery.  相似文献   

The characteristics and perceptions of teachers engaged in leading professional communities     

Orit Avidov-Ungar  Ravit Konkes Ben Zion 《Teacher Development》2019,23(3):325-344

Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context.  相似文献   

21世纪中国社区教育研究回顾与展望   总被引：1，自引：0，他引：1  

肖甜  李劲松  杨舒涵 《当代职业教育》2019,(4):85-94

我国社区教育研究与实践进入21世纪后,迎来了繁荣发展期,国家高度重视社区教育的建设,出台了一系列的政策措施推动其发展,学术界也进行了大量的研究。通过系统地对近20年来我国社区教育的研究文献进行梳理和分析,结果发现从2000年以后,我国的社区教育研究可以大致分为两个阶段:第一个阶段(2000—2007年)主要以社区教育的实验探索、国外的经验介绍为主要内容,并以大量的相似讨论主题为主要特点;第二阶段(2008—2018年)主要以全国开展的社区教育试点及思路的反思为主要内容,并以谋求社区教育的内涵式发展为主要特点。虽然近年来我国越来越重视社区教育的发展,但是从当前对社区教育的研究中可以发现,我国的社区教育仍然存在内涵界定不清晰、缺乏宏观的空间规划、教师队伍建设能力不足、管理及保障体制机制等内涵能力建设研究不充分等问题,未来可以加强对社区教育的宏观空间格局演进及规划、微观的社区教育资源配置以及数字时代的内涵能力建设等方面的研究。  相似文献   

我国城市社区学前教育面临的挑战与对策   总被引：1，自引：0，他引：1  

邹敏 《学前教育研究》2005,(7):96-98

本文对我国城市社区学前教育的发展做了简要回顾，对其面临的困难和挑战进行了深入分析，并从进一步探索政府统筹下的社区学前教育合作化管理模式、满足低收入和流动人口家庭婴幼儿的早期教育需求、推行多元化的城市社区学前教育投资体制以及对各类早教机构的规范管理等方面提出了相应的对策。  相似文献