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1.
谷雪梅 《宁波大学学报(教育科学版)》2008,30(5):32-35
近代浙江女子教育是以基督教传教士所办女子学校为发端。教会女校是中国半殖民地半封建社会的产物,带有“文化侵略”的性质,但在客观上传教士创办女学的实践,直接改变了清末浙江妇女的教育现状,并对近代浙江女子教育产生重要影响。 相似文献
2.
教会女校的创办与浙江女子教育近代化的开端 总被引：1，自引：0，他引：1
浙江的教会女校是在西方列强用坚船利炮打开了中国的大门之后出现的，它是西方列强对浙江进行文化侵略的一种手段，但客观上却揭开了浙江女子学校教育的序幕，对浙江女子教育的近代化产生了巨大的影响。 相似文献
3.
邹韬奋是中华职业教育社早期成员之一,为新文化的传播与发展做出过巨大努力。他积极提倡女子教育,认为实行女子教育的目的在于妇女解放。邹韬奋女子教育思想包括实行女子职业教育与发展女子体育两方面。女子职业教育是实现男女平等的基础,而体格关系到女子的幸福和民族的前途。 相似文献
4.
明治维新以后,日本政府实行文明开化,国家开始重视女子教育的发展。到明治中后期,女子中等教育首次被纳入日本国家教育体系;大正时期女子中等教育得到进一步发展和完善;这一时期的女子中等教育,对后世日本教育产生了极其深远的影响。 相似文献
5.
教育券制度对基础教育体制的影响 总被引：1，自引：0，他引：1
教育券是由美国经济学家米尔顿.弗里德曼于20世纪50年代首先提出,后传入我国,并在浙江长兴、湖北监利得到实行。本文主要通过对浙江长兴和湖北监利教育体制实行教育券制度改革进行考察,提出教育券对我国基础教育体制改革的积极影响,并提出现阶段在我国实施教育券制度还需要注意的几个问题。 相似文献
6.
谢雪女士(1877-1942),字玉农,浙江嘉兴县人,受蔡元培教育思想的影响,深感“无才是德”之言,误尽古今多少巾帼,遂毅然以培养女性之自立能力为己任,为使女子有自谋生活之能力,进而求男女之平等,捐产办学投身于女子职业教育.1912年,在教育总长蔡元培以及黄炎培、郑晓沧、张季直、经亨颐等社会名流和浙江都督的赞助下,择定浙江杭州旧宁绍盐运使官署为校址,创立了浙江女子实业学校(杭州市开元商贸职校前身),由谢雪女士任校长,蔡元培、黄炎培、张謇、郑晓沧、经亨颐任校董. 相似文献
7.
蔡元培是中国女子教育现代化的先驱。他从民族发展和男女平等的角度提倡女子教育,提出男女平等的教育观和养成女性高尚品行并自立于社会的女子教育目标。他主持并颁布了有关男女同校的政策法规,全力支持和推行在大学、中学实行男女同校,从而开创了一代新风。 相似文献
8.
熊贤君 《河北师范大学学报(教育科学版)》2011,13(11)
辛亥革命前夕,正值清廷实行“新破”时期.辛亥志士和有识之士鼎力鼓吹女子教育,声言女子教育既有利子女子各项权利的获得,也有利于家庭生计,还有利于优生优育,善种强种,更有利于救亡图存.他们奔走呼号,社会人士终于逐渐觉醒,掀起了兴办女子学校的高潮,女子教育面貌出现前所未有的改观.女子接受了教育,产生了强烈的个人对于国家社会的义务和责任意识,不仅积极宣传鼓动女子独立自主,结成团体争取自身权利,还积极参与社会革新,直接参与辛亥革命的各项活动,为辛亥革命取得胜利作出了杰出贡献. 相似文献
9.
中国新式女子教育是在清末民初兴起的 ,它是中国新式教育兴起的一种征候和重要组成部分。本文谨就清末民初新式女子教育兴起的概况、原因和特点作一简要论述 ,以显现其应有的历史意义和现实借鉴作用。一中国新式女子教育是在晚清之际兴起的。其表现就是女子教育开始走出家庭教育的圈子 ,出现社会化、普及化的趋势。最早的女子学校是 1 84 4年由英国“东方妇女教育促进会”所派的阿尔德赛女士在浙江宁波创立的。 1 898年 6月 ,中国人自己创办的女子学校在上海产生。女子学校在 1 90 7年以前增长很慢 ,以后有了一定的发展。进入民国 ,女子学校… 相似文献
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11.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
12.
Ida Bull 《History of education》2013,42(4):425-426
This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends. 相似文献
13.
Boyd R McCandless Carol Bush Ayse Ilgaz Carden 《Contemporary educational psychology》1976,1(3):241-246
Two groups of disadvantaged Afro-American children, a total of 30 boys and 25 girls, mean age about 42 months; and two groups of middle- and upper-middle-class children, most of them white, 35 boys and 31 girls, mean age about 44.5 months, were observed for patterns of sex-role-characteristic behavior and peer and teacher response to such behavior. At all times, the children in the two experimental groups were being taught by seven women and seven or eight men, about half of whom were Afro-American, half white-Anglo, and who were mixed in the two schools by race but evenly divided by sex. Boys engaged in 16% sex-characteristic behavior, 5.7% cross-sex behavior. The same figures for girls were 18 and 6%. There were no pattern or percentage differences by race or social status of children. Women teachers gave most of their sex-role connected rewards for feminine behavior to both boys and girls. Men teachers rewarded more equably, masculine behaviors for boys, feminine behaviors for girls. Children rewarded mainly their own sex, and gave rewards for sex characteristic behavior. The pattern was even clearer for boys than for girls. In Discussion, comparisons are made with other somewhat similar studies. 相似文献
14.
Frank Ventura 《International Journal of Science Education》2013,35(4):445-461
Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine. 相似文献
15.
由于智能品质、类型的不同,使职业类学校男、女学生学习成绩存在一定的差异,而电子专业课学习更需要较强的抽象思维能力、空间想象能力、实验操作能力及思维的灵活性和理解力,这些智力品质正是女生较薄弱的方面,也是造成男、女生电子专业课成绩差异的重要原因. 相似文献
16.
Averil Burgess 《Gender and education》1990,2(1):91-95
It is argued that the advance of co‐education has not been without problems for girls. There is now a significant amount of evidence to indicate that girls’ achievement, self‐esteem and willingness to take an active role are endangered in mixed schools. Sex‐stereotyping affecting subject choice, underachievement in mathematics, science and technology, the absence of women in authority positions, and constant social pressure—even harassment—from boys, all combine to depress girls’ self‐confidence and limit their aspirations. 相似文献
17.
The importance of reading literacy as a foundation for academic success is widely acknowledged. What is less well understood is why gender patterns in reading literacy emerge so early and continue throughout learners’ educational careers. This paper adds to this literature by investigating the gender patterns of reading literacy (why girls outperform boys) in South African primary schools and whether changes in the schooling system can result in favourable changes in this gender reading gap. Compatible with international trends, girls in primary schools were significantly better readers than boys during the period of investigation. We found strong links between material and human resources and achievement in reading. The link between increased resource availability and improved educational outcomes was stronger for girls than for boys and therefore increased the female academic advantage. This finding remained consistent across socioeconomic levels. The implication is that either the school resources available in South African primary schools are more suitable for teaching girls how to read or that girls appear to be able to make use of the available resources more effectively to improve reading. Policy interpretations are discussed in the context of improved resourcing of schools. 相似文献
18.
In Finnish secondary schools, girls and boys are taught physical education (PE) in separate groups. A male teacher normally teaches the boys and a female teacher teaches the girls. Focusing on PE teachers’ comments in two different ethnographic studies of seventh graders (13–14‐year‐olds), we examine the processes that reproduce or challenge the gender system and the possibilities of agency in the context of PE. Our findings suggest that the bodies of male students are regarded as strong and are, therefore, appreciated by both female and male teachers. Moreover, male teachers’ competence in PE is evaluated higher than that of the female teachers. None of the teachers questioned the male teachers’ ability to teach girls, however, heteronormativity arose as an issue. There were more doubts over female teachers’ competence to teach boys. 相似文献
19.
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls’ schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys’ schools and co-educational schools. 相似文献
20.
During the 2009–2010 academic year, 10 schools participated in the Meaning of Life educational program, an adaption of the popular U.S. Laws of Life program. The program sought to encourage each participant to develop a personal approach to finding meaning in life. To evaluate the success of the program, we conducted a study to compare measures of psychological health among participants in the program. We administered questionnaires to participants pre- and postintervention that dealt with the following topics: Meaning in Life, Perceived Hope, Self-Efficacy, Virtues and Values Enacted, and School Climate. We conducted an analysis on a sample of 256 Jewish children (91 boys, 165 girls) and 396 Arab children (155 boys, 241 girls) in 8 schools. Results yielded convergent and construct validity among the 5 measures. Differential results were found among the different schools in both Jewish and Arab samples. From this data we discuss implications for future research. 相似文献