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1.
教育史研究的教育学内涵是一个需要澄清的问题,这将有利于教育史研究自身的进化。超越具体的教育历史事实,用思辨的方式追寻教育历史发展的逻辑,是教育史研究具有教育学内涵的重要途径。这种努力具体体现为通过教育活动史、教育思想史、教育制度史研究,对教育活动、教育思想、教育制度历史发展逻辑的追寻。为此,研究者需要拥有教育学的立场和哲学的方法。 相似文献
2.
我们时代的教育学教育——以教师的教育学教育为例 总被引：2，自引：0，他引：2
LI Zheng-tao 《高等教育研究》2008,(2)
教育学的发展离不开教育学的教育。教育学教育的对象涉及师范生、教育专业的研究生、教师、非教育职业的大众。就针对教育实践者的教育学教育而言,需要以时代为背景,确立教师立场和实践立场,并在此基础上确立教育学教育的目标,包括激发教育学之趣,引发教育学之需,形成教育学之养,养成教育学之眼,培养教育学之觉等。 相似文献
3.
Nicola J. Yelland Leung Wai Man Vivienne 《Early Years: An International Journal of Research and Development》2018,38(1):102-117
In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to illustrate the ways in which policy and guidelines are enacted and how they appear to reflect all the attributes of the reform movement that have adopted contemporary ideas from the international educational arena. We highlight the interpretations and enactments of these new educational imperatives in a system that has a long history of different cultural pedagogical traditions that often do not resonate with western pedagogical approaches. 相似文献
4.
Modern Educational Sagas: Legitimation of ideas and practices in Icelandic education 总被引：1，自引：0，他引：1
Ingolfur Asgeir Johannesson Gudrun Geirsdottir Gunnar E. Finnbogason 《Scandinavian Journal of Educational Research》2013,57(3):265-282
The article tells the story of changes in governance discourse and practices in Icelandic primary and secondary education in the late 1990s. Budget reform, curriculum changes and school-based self-evaluation aimed at a greater financial and pedagogical accountability of school professionals, especially principals, has changed the roles of principals and teachers. A clinical approach to diagnosing special educational needs views inclusion as a technical matter rather than as a social goal and enhances the emphases on the individual and her or his needs, proposed in the curriculum discourse. These kinds of reform have entered the educational discourse in Iceland, looking as if they were inevitable steps towards progress in the new millennium. They are modern educational sagas about Iceland and its place and role in global competition. 相似文献
5.
教育中的科学史与科学史中的教育 总被引：2，自引：0，他引：2
任玉凤 《内蒙古大学学报(人文社会科学版)》2002,34(6):14-17
关于科学史在科学教育中的功能问题，一些案例说明，长期以来，实际上是教育目的规定着科学史的教育作用，将这种现象可称为教育中的科学史。而随着科学史研究的发展和科学史建制的形成，现在以科学史本身为本来认识科学史的教育作用，相应的，这可被称为科学史中的教育。在科学史的研究和传播过程中，从教育中的科学史向科学史中的教育转变，能够避免对科学史的辉格式解释和对科学历史的歪曲，也有利于真正认识科学史学科的教育功能。 相似文献
6.
袁从秀 《西南师范大学学报(人文社会科学版)》2010,(3):156-159
随着高等师范教育的发展和基础教育课程改革的推进,尝试构建历史教学论“模块化”的课程体系是高师历史专业的当务之急。通过阐述“模块化课程”的设计背景、设计理念和内容,根据高师历史学专业的培养目标,构建历史教学理论、历史教学技能和历史教育教学研究三个模块,形成灵活多样、具有开放性和独立性的历史教学论的课程结构。 相似文献
7.
In this article, we present insights from an ethnographic research that investigated the concept of citizenship in primary schools in Greece. We explored children’s experiences of citizenship in school approaching citizenship as a set of habits that prescribe what is considered ‘legitimate’ in the public sphere. We focused on structures and agents inside and outside the school classroom and the way they may interfere with pedagogical practices and relationships. This work reveals a vicious circle of asymmetrical relationships and hierarchical structures between the society and the school that entrap teachers in assessment-oriented pedagogical practices. We argue that the emergent loyalty of the educational system to traditional pedagogical approaches premised on competition fosters pupils’ incomprehension of the importance of social solidarity. It also contributes to their withdrawal from the public sphere, undermining the transformative potential of education. With the use of a diverse sample, we highlight the shortcomings of the integrated curriculum introduced in 2001, in successfully promoting critical thinking and participatory learner-centred pedagogy, and we discuss the implications for the transformative potential of education arising from the adherence to the implementation of European education policy that is discerned in the text of the newly introduced Curriculum of the ‘New School’. 相似文献
8.
9.
János Gordon Győri 《European Journal of Education》2019,54(2):167-174
It would be difficult to find any pedagogical story that is comparable to that of jugyou kenkyuu (or lesson study in English) that has been practised for over a century in Japan in isolation and became a method that was used worldwide in less than 10 years. Because of its uniqueness and its history, it is an irrefutable challenge to understand what it is really about, how its basic aspects such as a lesson or teachers' knowledge and its development, the culture of education, the measurability of educational activities and other main aspects of education are or can be conceptualised and in which ways these can travel in a globalised arena of education. In this article, we try to give answers to these and some other relevant issues related to lesson study via the author's subjective view and individually‐constructed narrative. 相似文献
10.
David Kirk 《Educational Philosophy and Theory》2013,45(9):973-986
Abstract A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ‘goods’. 相似文献
11.
马东祥 《中国教育研究与创新》2007,4(1):12-13
教育观念是成人高等医学教育的生命，要树立新的教育观念、教育思想，确定新的教育理论，就必须有新的成人教育理论来指导，并在教学实践中使这种理论更正确、更完善。成人高等医学教育事业要积极适应社会主义市场经济发展的迫切要求，要在竞争和开放中成长，就必须紧跟时代步伐、适应社会发展，不断完善符合成人高等医学教育特点的育人模式。加强教学管理，严格考试制度，不断提高教学质量。 相似文献
12.
Nasser Mansour 《Research in Science Education》2013,43(1):347-369
A growing body of research argues that teachers’ beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent. There is a need for further research in this area in understudied contexts such as developing countries, in order to promote effective education in schools and the professional development of teachers. This paper argues that if this ‘black box’ of sociocultural contexts in which science teachers are embedded is better understood, it may be possible to identify specific aspects of these contexts related to educational organizations that act as either supports or barriers to pedagogical reform or to implementing innovations in science education. Consequently, the main purpose of this study is to explore the sociocultural contexts of ten Egyptian science teachers and to what extent these sociocultural contexts help in understanding teachers’ pedagogical beliefs and practices. This paper, by utilizing a multi-grounded theory approach and qualitative methods, reveals a variety of sociocultural contexts that are related to teachers’ pedagogical beliefs and practices. 相似文献
13.
Morten T. Korsgaard 《British Educational Research Journal》2020,46(6):1357-1370
This article explores the idea of exemplarity in relation to educational research and teacher education. Exemplarity is introduced as an alternative to the paradigm of evidence and ‘what works’, which seems to be omnipresent in educational research at present. The idea of exemplarity relates to the particularity of educational practice. The claim of this article is that we need to skew the dominance of functionalistic studies of education, which focus on skills and solutions to problems, or on providing quick fixes and methods to be applied in practice. I will argue that this tactic shuts down interpretive spaces and gives the teacher an illusion of simplicity and efficacy that connects poorly with the complexities of pedagogical practice. Exemplarity provides a different way of answering the question of ‘what works’, since it does not claim generalisability, but instead offers a path to reflective engagement with the complexities of educational processes. The idea of exemplarity highlights how educators can be invited to lend an ear to practical experience and pedagogical theorising, and through these develop their tact and reflective abilities through exemplars that display pedagogical principles. This, in turn, offers the possibility of retuning one’s practice, and in the scope of this article, retuning educational research itself. 相似文献
14.
王晓璇 《宁波大学学报(教育科学版)》2023,(3):116-123
社会教育与学校教育、家庭教育的关系以及与其相近、相关的各种教育关系之争,是近代教育现代化进程中的一次教育大讨论,引起众多教育家以及教育学者的关注,留下了大量的富有启发性的言论和教育观点。社会教育与各种教育关系之争,源起于国外各种教育思潮的影响以及学习外国教育的失望,肇始于国内教育对象的复杂性与多样性,具有深刻的教育思想渊源与教育制度探索的背景。这些争论“话语”具有丰富的教育学价值与教育史价值,为探索适应国情的,具有中国特色与中国价值的教育学思想体系、话语体系以及制度体系,为书写中国近代国民教育史,留下了宝贵的本土经验。 相似文献
15.
Trevor Norris 《Educational theory》2021,71(1):129-148
This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as “educational”? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology. 相似文献
16.
教育券:核心政策建议 总被引：11，自引：0，他引：11
教育券计划是一种通过建立统一的教育市场打破国家对教育的行政垄断,促进学校之间的公平竞争,从而确保国民教育权,全面提高教育质量和效益的制度设计。但就目前的制度状况及人们对教育券的知识储备而言,贸然全面推行教育券必然难以成功。因此,我们必须认真考虑从现有的多元办学体制向全面的教育券计划转变的过渡措施。 相似文献
17.
The purpose of this paper is to examine whether Amartya Sen's capability approach can suggest an appropriate theory of education for ethical development. Many advocates of Sen's capability approach insist that his approach is superior to rival theories of education, including the human capital theory. This is because Sen emphasizes the purpose and various roles of education for achieving substantial freedom while rival theories focus on the instrumental aspects of education. A focus on rival educational theories often results in the negative effects seen occurring in colonial education. In principle, we agree with the advocates of Sen’s capability approach. However, we doubt that Sen’s emphasis is sufficient for guaranteeing that his capability approach is the appropriate theory of education for application in the context of ethical development. It does not have theoretical completion, and it gives no guidance as to conflict resolution concerning the roles, or value, of education. Nor does it give guidance as to how to implement pedagogical strategies. This incompletion allows economically instrumental values to dominate intrinsic values and non-economically instrumental values, as seen with the educational Millennium Development Goals. This prioritization is what has occurred in colonial education through the application of human capital theory. We suggest that in Sen’s capability approach, firstly, the meaning of the intrinsic value of education should be clarified; secondly, the non-economically instrumental roles of education should be explicated in the context of development; and finally, the priority of the intrinsic and the non-economically instrumental roles of education value should be taken over the economically instrumental values. In this revised theory, people’s substantive freedom is achievable through education, people’s aboriginal identities and values remain intact, and developing countries take seriously pedagogical strategies. 相似文献
18.
This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492. 相似文献
19.
英国的学校间竞争：十年的经验 总被引：2，自引：0，他引：2
自《1988年教育改革法》实施以来，向教育领域导入市场原理就成了英国教育改革的一个明显特点。研究发现，学校间日益激烈的竞争如果和绩效管理相结合，可能会提高学校的效率。但是，刺激竞争会对教育公平产生什么样的影响还是有待证实的。为了防止在追求高水平公立教育的过程中出现更大的不平等现象，必须对学校的招生情况加以管理，并且鼓励学校接纳和保留学习能力不足及有特殊需要的学生(即残疾儿童)的学生。 相似文献
20.
王有升 《青岛大学师范学院学报》2009,26(1):17-21
教育实践的进行及教育学理论的建构都需要经常回归到对“人为什么需要教育”这一根本性问题的反恩上。人的可教育性及对教育的需要是人的根本性标志之一，人类社会的延续与更新都需要通过教育才得以可能，教育是人类理想的最主要寄托之所。 相似文献