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1.
当代高等教育理念与中国高等教育改革 总被引：1，自引：0，他引：1
卢晓中 《华南师范大学学报(社会科学版)》2008,(2):94-100
高等教育理念是对高等教育的一个总的看法,它可以通过高校人、事、物来具体的承载和彰显;当代高等教育理念体现了高等教育理念的发展性,它具有丰富的时代内涵,其核心理念包括高等教育的针对性、质量、国际化。这些核心理念对当今中国高等教育改革具有重要的现实意义和引领作用。 相似文献
2.
公共财政视角下的高等教育产品观 总被引：1，自引：0，他引：1
高等教育属于第三产业,它提供的产品是高等教育服务。高等教育具有消费上的非竞争性和非排他性,同时又有较强的正外部性,对受教育者个人而言,接受高等教育服务收益很大。在教育资源有限的局限条件下,它又具有一定的竞争性和排他性特征,属于混合产品,对高等教育产品的提供应采取混合提供模式。 相似文献
3.
中国高等教育科学研究的先锋——厦门大学高等教育科学研究室的创建及其历史意义 总被引：1，自引：0，他引：1
厦门大学高等教育科学研究室是中国第一个高等教育研究专门机构。它的创建,体现了中国第一代高等教育科学工作者“敢为天下先”的创新精神,标志着中国高等教育研究成为一个专门的研究领域。同时,它的创建对中国其他高等教育研究机构和组织的建立起到了带动和示范作用,并直接促成了中国高等教育学科的诞生。 相似文献
4.
高等教育发展战略是发展高等教育的长期的、全局的、带有根本性的谋划和决策。深入研究高等教育发展的战略指导思想,对于高等教育发展的战略决策将产生重大的影响。社会的经济、科技、文化的发展对高等教育提出要求,为它创造条件并促进它的发展,而高等教育又受到社会环境和自然环境 相似文献
5.
慕课是顺应现代教学发展变化而产生的。它是对传统教育的继承和创新,是对传统教育资源的补充。在如今高等教育的发展中,慕课是随着互联网和信息技术的飞速发展出现的,它对传统的高等教育模式的冲击也使高等教育的教学培养方式面临革新。本文旨在探索慕课在高等教育发展中的优势和劣势,并积极地运用慕课的优点来促进高等教育的发展,从而为社会培养更多的优秀人才。 相似文献
6.
高考文理分科在一定程度上对高等教育存在消极影响。它的取消会给高等教育的发展提供机遇,引发学术性高等教育功能的反思和重构,引发学术性高等教育改变专业设置和课程设置的连锁反应,引发职业性高等教育发展的新趋向。 相似文献
7.
成人高等教育是我国国民教育体系的重要组成部分,它对提高我国人口素质和推动国民经济发展做出了巨大贡献。然而,长期以来,成人高等教育形成的某些传统模式已经很难适应新形势的要求。为了更好的发挥成人高等教育的作用,促进其更快发展,我们必须思考它在新形势下的发展策略。本文从分析成人高等教育面临的新形势着手,提出了教育服务,办出成人高等教育特色,加强成人高等教育师资及管理队伍建设等成人高等教育的发展策略。 相似文献
8.
高等教育质量体系的建立和完善,是现今高等教育发展的重要议题。英国高等教育质量保障局(QAA)建立了外部保障机制,它自1997年成立之日起对英国的高等教育质量保障起到了重要作用。本文介绍了QAA作为英国高等教育外部质量保障机制的实施机构其产生的背景、目标和使命,并通过阐述QAA在21世纪发布的两个发展战略规划:《2006-2011年战略规划》和《2011-2014年战略规划》来探究QAA的发展情况,并讨论它对英国高等教育质量保障的影响。 相似文献
9.
邓岳敏 《内江师范学院学报》2009,24(11):109-112
克拉克·克尔认为,精英高等教育与大众化高等教育在价值取向、招生和课程管理等方面与大众化高等教育有显著不同。大众化高等教育未必是精英高等教育的敌人,它可能对精英高等教育产生冲击与破坏,但是只要不同高等院校的职能合理分化,并在不同类型的院校之间建立起沟通的桥梁,大众化高等教育的发展对精英高等教育有保护作用。克拉克·克尔的这些思想对我国当前正确处理精英高等教育与大众化高等教育的关系,保护精英高等教育发展有重要启示。 相似文献
10.
高等教育服务质量的评价模型及其构建 总被引：2，自引：0，他引：2
在服务管理视角下,高等教育的产品就是高校向它的顾客提供的一种高等教育服务,高等教育服务质量就是高等教育满足顾客需求的程度。由于高等教育服务的特殊性,高等教育服务质量的评价是由接受高等教育服务的顾客所决定的,基于顾客对服务质量的真实感知和期望之间的差距程度构建的评价模型表明,提高高等教育服务质量的关键在于缩小顾客对高等教育服务质量的期望与高等教育服务质量的真实感知之间的差距。 相似文献
11.
Richard Pring 《牛津教育评论》2019,45(3):297-314
The United Arab Emirates (UAE) is making it a requirement of all schools within the Emirates (both public and private) to follow a programme of moral education (MEP), at all ages from grades 1 to 13, which is designed centrally. Explicitly secular and humanist in its approach, this is a remarkable development in a country where Islam is the official religion and where traditional practices and values are deeply rooted. However, it provides an example of an education initiative designed to contribute to a national strategic ambition—that of developing the UAE as a progressive, enlightened country, and one where its residents share a common culture despite the diversity of their origins. This paper describes the programme and sets it in the context of ‘virtue education’, following a philosophical and ethical tradition to which both Arab and Western philosophers have contributed. 相似文献
12.
Teacher education based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed. 相似文献
13.
《Teaching and Teacher Education》2006,22(2):246-256
A pilot study is presented of a multimode teacher education programme as a variation of the research-based approach to teacher education. The research-based approach has been characterised as one of the paradigms of teacher education. In this article, we discuss the opportunities and challenges that a multimode programme, which makes it possible for students to work as a teacher and to study at the same time, provides for research-based teacher education. The students’ work in school offers excellent opportunities to integrate theory and practice in a real context. However, this context may also work as a restriction regarding general teacher competence and its all-pedagogical circumstances. As a result, the characteristic elements of the multimode programme are suggested as a focus for further research. 相似文献
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15.
Alejandro Tiana Ferrer 《European Journal of Education》2017,52(2):184-191
PISA, which was launched by OECD, is one of the most significant and successful initiatives on which education systems have recently collectively embarked. However, although it is a well‐coordinated international programme, its reception differs according to country. There is therefore a need to analyse specific national circumstances in order to gain a deeper understanding of the undertaking as a whole. This article specifically considers Spain's participation in PISA and focuses on a number of aspects: a) the expectations created when it joined the programme, in parallel to the implementation of its own national education evaluation system; b) the impact PISA has had, both in the media and in political and discursive spheres; and c) the technical and scientific debates generated in Spanish academic media. Finally, it is argued that, in the last few years, PISA has met with a certain disenchantment among specialists and the public opinion because of its limitations as a ranking tool, the difficulty in explaining its findings, and its inability to prescribe education policies that are suitable for very different contexts. 相似文献
16.
《International Journal of Educational Development》1997,17(3):295-302
This paper examines the issue of community ownership with reference to an adult literacy and basic education programme in NW Zaire. After a discussion of community ownership, stressing the need for local control and relevance to local needs, it outlines the context and development of the programme in NW Zaïre and considers the degree to which ownership is manifested in the design of technical aspects of the programme and its structures. Finally it identifies some key issues for continued progress, particularly the shape of partnerships between external agencies and strengthened local structures. 相似文献
17.
ABSTRACTIn the mid-1970s, a systematic national principal training programme was introduced in Sweden. The aim was to guarantee better-equipped principals in their mission to lead and develop schools in accordance with national steering documents. Since then, the programme has been subjected to changes, but its focus has remained the same. The three-year programme is currently directed at already-employed principals whose efforts are estimated to consume about 20% of their working time. Six universities provide the programme with content that corresponds to thirty higher-education credits. Consequently, the academy has to balance its fundamental role as a critical independent institution and its mission to provide an education that is crucial in the educational steering system. This article presents an historical overview of the programme’s development as well as the current programme’s design and challenges, and it discusses the expected future demands for change. 相似文献
18.
《欧洲教育》2013,45(1):48-60
The build-up of Swedish research into higher education and its function in society has been in progress since the beginning of the 1970s. This work has been conducted under a special programme whose steering forms assure that the selection of researchers and research ventures is influenced both by research criteria and by practitioners' assessments of relevance. The purpose of the research programme is to articulate and analyse basic issues of higher education, so as to improve our understanding of the conditions in which higher education is best able to fulfill its tasks. The following is a short summary of the development of the programme during the past decade, together with a few examples of the content of the programme, and some concluding remarks on working procedure. There are also four appendices with information on programme costs, and the composition of the advisory groups, and with lists of the programme's current projects and surveys. 相似文献
19.
Reidun Tangen 《欧洲特需教育杂志》2013,28(1):57-70
There is a great need in many countries for extended and new teacher competence to meet the challenges of inclusive education. This paper presents a national programme for developing new teacher competence in secondary schools in Norway. The programme was developed and implemented during the 1990s, its aim being to start a continuing process in schools directed at promoting inclusive education and improving the quality of education for pupils with special educational needs. Further, the paper presents some findings from a national survey of 2240 teachers and school administrators in 104 schools one year after the implementation of the programme. The survey partially replicated a survey carried out before the programme started. The purpose was to give an overall picture of the situation with respect to teacher competence in special needs and inclusive education, and the impact of the competence building programme on teacher practice, and to identify possible system changes in schools. 相似文献
20.
Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. 相似文献