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1.
受功利主义的影响,现行教育只关心学生的生存问题,对学生作为＂人＂的存在状态却很少关注。本文试从社会、学校、个人等方面对此问题加以分析,认为调整以学生为主体的教育目标;建构＂我＂和＂你＂的师生关系;回归生活世界,丰富生命存在体验等应成为当今教育占中心地位的任务。 相似文献
2.
吴友石 《河北职业技术学院学报》2002,2(2):8-9
明确高等职业教育的社会定位非常重要 ,只有把职业教育的地位摆在正确的位置上 ,才能使其持续健康地发展。而职业教育要真正地面向未来和服务社会 ,必须有正确的定位 相似文献
3.
Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266
The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.
Il’il: When we were little, we used to laugh about me—hmm—a teacher. Me with pupils, and I’d teach them, like the teacher who used to teach us, with a little board, and I write for them and they are my pupils, as it were, and I give them tests and all sorts. And I love the profession very, very much because I love the pupils… Nura: I loved learning but this isn’t the profession that I want to study—to be a teacher … You can help someone in this profession. I see myself going in that direction … First of all, you have to give, to impart something to the children in front of you, who have come to learn. You have to give to these children, to be conscientious. You don’t just come. You haven’t chosen the profession because you wanted to, but you have to cope with it. 相似文献
4.
One of the most common questions that people get asked is “What do you do?”. When I say that I am an evolutionary biologist, most people respond with “Oh, so you study fossils”. My response to this is to say that I do not work with fossils, and that I am an evolutionary geneticist. This clarification typically results in the person saying “Oh, so you work with DNA.” By the time I have said that I do not actually work with DNA either, the person who asked the question begins to appear somewhat confused. It seems that many people do not really have a clear idea of what evolutionary biologists today do, the kinds of questions they seek to answer, and the approaches and methodologies they use. Of course, many evolutionary biologists do work with fossils or DNA, or both, but there are also large numbers of researchers in evolution whose work does not fit into these stereotypes. In the first part of this series, we looked at the domain of evolutionary biology. In this article, we shall look at some of the sub-disciplines of evolution, embodying slightly different questions, techniques and emphases. 相似文献
5.
Temima Gezari 《Journal of Jewish Education》2013,79(2):14-16
There are two components to this presentation — one deals with sociological analysis, whether based on research data or on armchair speculation; the other is outright prognostication. Only a very thin line divides prognostication from prophecy, and I am keenly aware of the dangers to which I am exposing myself since, as our sages taught us after the destruction of the Temple, only children and fools possess prophetic faculties. This danger is compounded by the very nature of our professional work. We cannot merely speculate about the future; our métier requires that we propose policy or, if you prefer, assist and guide our lay leadership in making policy. 相似文献
6.
Walter Jung 《Science & Education》2012,21(8):1055-1083
This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others. 相似文献
7.
张健 《南昌教育学院学报》2012,27(3):193-194
在经济发展的今天,全球化大生产不再仅仅是挑战人类极限的象征,而转向发掘人类精神协作的无限潜能.如果今后想要在这个地球上拥有美好的未来,就需要彻底的重新确定我们要解决的重点问题,那就是绿色设计.绿色产品的兴起,是人类认识和解决环境问题的巨大进步,是商品生产的必然发展趋势,必将对人类未来的生存和发展产生深远影响.在这里我想阐明我个人对绿色设计的意义的理解. 相似文献
8.
Vernon John 《European Journal of Engineering Education》2000,25(3):215-225
In this paper I attempt to list the body of knowledge and skills which future young engineers will need and how such knowledge and skills can best be transferred to students during the engineering education process. The educational environment should stimulate students and encourage them to develop the capacity for lifelong learning as a preparation for tackling the unknown problems which will occur in future decades. The formation of an engineer should comprise both education and practice. Some of the problems facing higher education today are discussed and some ideas for cross-border harmonization of engineering education are given. Finally, there is a brief comparison of today's current ideas on engineering study programmes and the course that I followed more than 50 years ago. 相似文献
9.
Abstract The way of thinking about nature and the relation between man and nature is considered as a basis for the current problems in agriculture and environment. Distinctive features of this way of thinking are rationalism, empiricism, reductionism and objectivism. Education, especially higher education, is very much aiming at rational and disciplinary development. The intuitive and subjective knowledge does not get a chance to be linked with the rational, objective knowledge. As teachers we try to realise this connection within a subject for students at the Agricultural Teacher Training Institute (STOAS) in Den Bosch and within a subject for students at the Wageningen Agricultural University (WAU). In this subject we have the students learn to be aware of their own attitude towards the environment and to get hold of their own instruments for evaluating agricultural systems and agricultural research. The way in which the environment is perceived is an important part of the training. The ordinary methods used in higher education are not very suitable for teaching subjective knowledge. With our methods we try to stimulate the students to use their intuitive and creative capacities. We experienced that the students liked working in a way that demands more of their personal capacities beyond the rational ones. Most of them were enthusiastic, even those who were at first critical and reserved. As result of the training the students had become more aware of their own views, of the value of intuition and feeling, and of the limitations of the western world view and scientific thinking. We found that it is not possible to make a fixed programme. It depends on the group how it will exactly be filled in. So, as a teacher you have to be flexible and you need to have an open eye and ear for the questions and possibilities of the students. 相似文献
10.
Maria Berge Eva Silfver Anna Danielsson 《European Journal of Engineering Education》2019,44(5):650-665
ABSTRACTIt is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society. 相似文献
11.
Leah D. Hoops 《College Teaching》2017,65(3):142-144
If you have ever found yourself asking, “Why don't students see the relevance in what I am teaching them?”, you are not alone. I recently discovered that I had become out-of-touch with what college students find relevant. My purpose in writing this commentary is twofold: (1) to reflect on and improve my own practice, and (2) to encourage my fellow instructors to reflect on their own practice to ensure what they teach is perceived as relevant by college students today. 相似文献
12.
黄然 《和田师范专科学校学报》2008,28(2)
及时行乐,在生活中指一种今朝有酒今朝醉的处世哲学。在文学作品中,这一主题也屡见不鲜。大多是一些诗人求爱不果,便以青春易逝来打动少女芳心。这一主题在16到17世纪英国诗歌中尤为典型。本文将探讨"及时行乐"这一原型,并用原型理论对这一时期的诗歌进行解读。 相似文献
13.
Charles B. Corbin 《Quest (Human Kinetics)》2013,65(3):181-195
Much has changed since the days of Dudley Allen Sargent. Still, the purposes espoused by Sargent, and others who preceded us, are not so different from the purposes I see for our field today. Physical education has much to offer society and it is my belief that it can be an effective agent of change—especially in promoting the health of our nation. In this paper, I attempt to make a case for the establishment of clear common objectives for physical education that provide the basis for future action. Lack of clear and unambiguous objectives for physical education will render it (and NAPEHE) ineffective as an agent of change in the future. Suggestions concerning common objectives for physical education are outlined as well as suggestions for change in the schools, in colleges and universities, and within NAPEHE. My contention is that a clear purpose within physical education is essential if physical education is to be an effective agent of change in society. 相似文献
14.
Tessa Blackstone 《Higher Education Quarterly》2001,55(2):175-184
It is an honour to be invited to give the Birley Lecture here at City University 1 . Many previous lecturers had personal contacts with Robert Birley. Alas, I did not, like Lord Prior, keep pigs at Charterhouse during the war. Nor was I spotted by Robert Birley on the strength of brilliant scholarship answers in history, but coupled with undistinguished Latin and Greek, and worse mathematics, like William Rees-Mogg. But I do share with Robert Birley a passion for education. Not only as an end in itself, but also as a means to increase the prosperity of society as a whole and the life-chances of individuals. I want to concentrate this evening on university education, and to make links with the very end of Robert Birley's distinguished career, when he was professor and head of the department of social sciences here. I shall talk about the future of higher education in a world which is changing rapidly, and in which the application of knowledge will be essential to our prosperity. 相似文献
15.
大学生的就业问题已经成为当今社会的热点问题,大学生想找到一份理想的工作。就需要对自己的就业有明确的职业规划。入学不久的大学新生个人职业规划既是大学新生个人发展的需要。也是社会进步的需求。目前,大学新生对所学专业就业前景知之甚少,导致就业前目标不确定、就业后工作不稳定的问题。针对于此,笔者通过对所在学校的在校大一学生的个人职业规划现状进行分析与研究。从而提出一些针对性的建议以供参考。 相似文献
16.
Roger Martin 《European Journal of Engineering Education》1981,6(1-2):13-25
I am very conscious of the honour you have done me by asking me to take the floor in front of this assembly and I truly appreciate being, with the help of chance, the first speaker enrolled; I am thus spared the risk of repeating the words of my predecessors. 相似文献
17.
Dorothy Veronica Smith 《International Journal of Science Education》2013,35(9):1273-1288
The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science curriculum of a societal shift to neo‐liberalism and an attendant policy shift to outcomes‐based education should be explicitly acknowledged; further, that the forms of curriculum that emerge from neo‐liberalism are unlikely to provide the engaging and inclusive science education needed today. To illustrate the impact of the neo‐liberal societal shift on science curriculum I compare an exemplary, inclusive and innovative science curriculum document from the 1980s with its outcomes‐based successor from the 1990s. I show that in this case the shift to the outcomes‐based form significantly restricted the possibilities for framing science education to respond to the local community, restricting a vision of science as a social institution; further, it framed each learner as an individual to the exclusion of community while reducing options for framing learning to meet individual needs. I argue that it is important for the future disciplinary well‐being of science, and for the well‐being of society on the whole, that both science and its scientists be seen as socially located. Science curriculum documents must initiate and support this perspective. 相似文献
18.
李雅兴 《湘潭师范学院学报(社会科学版)》2000,(5)
青年是社会的未来和希望。毛泽东、邓小平、江泽民作为我们党的三代领导人的核心 ,都十分重视青年 ,关注青年问题 ,在青年问题上提出了许多重要的思想。从价值观、教育观、学习观、政治观、干部观等方面分析和研究他们青年思想的共性特征 ,对于我们今天认识青年问题 ,制定正确的青年培养政策 ,具有重要的理论意义和现实意义 相似文献
19.
谢石 《山东教育学院学报》2007,22(3):16-18
随着社会的发展,人们对教育的重视已经到了前所未有的高度。本文分析了教育不平等中的生存教育与地位教育这对相互之间充满矛盾的教育方式,得出了这两类教育与阶级藩篱之间的关系。并以此为依据,分析了我国的教育发展与其中存在的不平等。 相似文献
20.
Progressive education is at the cross-roads. Which it will take—the highway or the byway-only the future holds. I am no seer, nor do I write in prophetic vein, but I do believe that it were well for us to stop and take stock of ourselves, as Matthew Arnold used to say, before we hastily make a choice. 相似文献