共查询到20条相似文献，搜索用时 640 毫秒
1.
教师教育效率与教育模式创新 总被引：4，自引：0，他引：4
“相似教育模式”以促进教师和谐发展为根本目的,倡导“和合教育”、“关键知识”、“规律中心”,强调在人才培养过程中,教育主体立足于具体的教育教学实践活动和情景,对既定的教育规则、原理、方法、内容等进行共性与个性、确定性与不确定性、同化与裂变的“和合”,从而形成对教育诸要素“同与变异的统一”现象的规律性认识,进而最大限度地提高教学效率,促进教学相长。“和合教育”是相似教育的核心。 相似文献
2.
论教育的过程属性和过程价值--生成性思维视域中的教育过程观 总被引：27，自引：0，他引：27
“应试教育”的局限在于忽视教育活动的过程属性和过程价值,而过程属性是教育活动的基本属性,教育活动的过程属性就是生成性和发展性。教育的过程属性具有转化与生成、情境化与关系结构、确定性与不确定性的统一等特征;创造性价值或创生性价值是教育的过程价值的核心。生成性思维视视域中的教育过程观对教育活动提出了崇尚教育民主、崇尚发展价值、崇尚主体性、崇尚整合方法论的实践诉求。 相似文献
3.
我国教育学研究确定性追求的反思——与石中英先生反本质主义教育学主张商榷 总被引：1，自引：0，他引：1
唐安奎 《徐州师范大学学报(哲学社会科学版)》2007,33(3):127-132
当前，我国教育学对于确定性的追求既面临着走向僵化的危险，也面临着来自于后现代主义支撑的反本质主义教育学主张的颠覆。教育存在中具有确定性，教育学知识具有客观性且能通过语言加以表达与理解，中国教育学研究需要追求确定性。基于反本质主义教育学主张的批判性反思，我国教育学研究需要在具体的教育情境中追求确定性。 相似文献
4.
《Educational Philosophy and Theory》2013,45(10):1067-1081
AbstractIn this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. 相似文献
5.
Stefan Ramaekers 《Journal of Philosophy of Education》2002,36(4):629-651
Recently several educational theorists have argued for the incorporation of a scepticism of a postmodern kind into educational theory and into educational research more specifically. Their understanding of postmodernism in terms of scepticism harbours much potential, but to avoid confusion and misunderstanding it is of importance that the 'scepticism' associated with postmodernism is distinguished from traditional philosophical scepticism, be it as part of the very process of theoretical scrutiny or as a challenge towards its results. In this paper it will be argued that the interest of postmodernist 'scepticism' lies not in a quest for ever more certainty but rather in the way it moves beyond both foundationalism and philosophical scepticism. This will be elaborated from the point of view of a Wittgensteinian understanding of theoretical scrutiny (as found in On Certainty). This opens up the possibility of shedding light on postmodernist 'scepticism' in educational theory in terms of an aesthetic distance towards what is reflected upon. 相似文献
6.
随着加拿大土著人传统教育形式日益被现代化、正规化的教育所取代,土著人面临着新的挑战,即如何在白人主流文化的强势影响下,一方面保留和继承传统文化所赋予的智慧和生存能力,另一方面尽快适应现代社会的发展需求,掌握各种现代化手段以融入主流社会生活得更好。为了进行土著教育改革,加拿大政府和土著人本身都进行了尝试和努力,共同探索适合土著人特点的教育模式和内容,以满足土著人掌控自己命运的愿望。 相似文献
7.
浅论教育的确定性与不确定性 总被引：4，自引：0，他引：4
由于人们理性认识上思维方式的偏差,教育的确定性和不确定性在现实中被人为地割裂。然而教育活动以个体生命的生成转化为指向,其确定性与不确定性都是教育生活中的客观存在,并不遵从非此则彼的原则。为此,我们要探寻的“教育规律”应是确定性和不确定性的“中间”描述。 相似文献
8.
Bronagh Byrne 《International Journal of Disability, Development & Education》2014,61(2):119-133
Young disabled people continue to be under-represented throughout further and higher education settings. Drawing on Pierre Bourdieu’s social theory of habitus, capital and field, this paper explores the practices of domination and oppression that have made it difficult for young people with visual impairments and hearing impairments to participate in third-level education on the same basis as non-disabled people. Twenty young people with hearing impairments and visual impairments were interviewed about their educational experiences. In addition, 31 interviews were conducted with third-level education providers, policy-makers and non-governmental organisations. This article has two aims: firstly, to critically examine the experiences of young people with hearing impairments and visual impairments in accessing and engaging with support provisions in further and higher education settings; and secondly, to identify and explore the diversity of ways in which these young people have managed and responded to the practices they have encountered. This article emphasises the journey from ability to dis-ability that young people with hearing and visual impairments experience in their quest for educational achievement. The ambiguities of “inclusion”, “widening participation” and “support” are highlighted and critiqued for their extensive failure to challenge taken-for-granted discourses. 相似文献
9.
STEFAN RAMAEKERS 《Journal of Philosophy of Education》2006,40(2):241-257
In much educational theory there is concern about claims that the concept of truth has no place anymore in educational thinking. These claims are generally identified as 'postmodernist' or 'poststructuralist'. The fear is that when abandoning the quest for truth we enter the domain of mere belief, and in this way leave education without firm grounds. In this article I examine some examples of what is often crudely lumped together as 'postmodernist' educational research. What is at stake here, I argue, is not so much a rejection of the quest for truth as rather a shift of focus to a different set of questions and interests: for example, existential questions. Against the contemporary, dominant focus on evidence-based practice, which conceals the person behind the method (textbook, rules, techniques), here the embodied person with her individual investment in education is brought into the light again. 相似文献
10.
张宝林 《齐齐哈尔师范高等专科学校学报》2002,21(4):75-78
《管子》的教育思想体现了克秋时期的教育精神。本从三个方面论述了教育的体现特征，一是教育与人的觉醒和启蒙，二是教育与礼乐化的融合及向善的追求，三是教育与管理的自然融合，从教育与之关系的角度探讨了春秋时代教育在现实生活中的体现和作用，以及统治对教育问题的认识。展示了教育的社会性，现实性及普遍性。 相似文献
11.
齐月祥 《雁北师范学院学报》2007,(5)
证实原则是逻辑经验主义的理论基石,对同类命题还是异类命题的证实是“乌鸦悖论“与逻辑经验主义的主要区别.无论哪种意义上的证实,其主要目的都是对确定性的寻求.本文从一个范例入手,采用了系统内部时间分析方法,在哲学史视阈下指出了逻辑经验主义寻求确定性的哲学旨向. 相似文献
12.
魏芳梅 《阜阳师范学院学报(社会科学版)》2000,(4):105-106,109
以素质教育为核心的教育体制改革,是我国中学教育改革的战略重点。但在从传统的应试教育向素质教育转变的过程中,我们的教师队伍却面临着极大的挑战。如何正视教师队伍中存在的问题,建设一支适应新时代要求的、高素质的教师队伍,是实现这一改革的关键环节。本文从素质教育对教师队伍的要求、我国中学教学教师队伍存在的问题以及解决这些问题的思路三个方面阐述了笔者对这一问题的思考。 相似文献
13.
论师专升格为本科院校后教师教育面临的挑战与机遇 总被引：2，自引：1，他引：1
许多师专升格为本科后面临着总体发展方向的“非师范性”调整的挑战;师范性色彩浓厚的传统校园文化重铸的挑战;办学层次提高后,更高的教学质量要求与原有师资力量、办学条件不足的挑战;来自综合性院校参与教师教育的竞争压力的挑战。新的环境变化也同时提供了巨大的机遇：办学层次提高,有利于集中更多的教育资源。扩大社会影响力;高中教育普及目标的提出及基础教育新一轮课程改革为多学科环境下的教师教育提供了良好的发展机遇;全国研究生扩招提供了优化师资队伍的机遇。 相似文献
14.
Johan Dahlbeck 《Journal of Philosophy of Education》2015,49(3):347-365
This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring more adequate (as opposed to confused) ideas. This gradual qualitative enhancement of existence is an operationalization of Spinoza's quest for immortality of the mind. While Spinoza's idea of immortality differs from the traditional Christian account of the immortality of the soul in some key respects, it nevertheless concerns a form of immortality of the mind albeit grasped from a strictly naturalistic standpoint. And as such it is clear that we are faced with not only a philosophical and metaphysical problem of some magnitude but that we have come up against an educational problem that is rarely addressed. The educational problem, emanating from this, concerns the tension between Spinoza's necessitarianism and the overall goal of education. Why educate people at all if their lives are already predetermined? In addressing these problems, this article marks an attempt to present a pedagogization of the degrees of existence in Spinoza. To this end, it is argued that (1) the imitation of affects is key to understanding Spinoza in an educational setting and; (2) that teaching, in a Spinozistic context, involves the act of offering the right amount of resistance. 相似文献
15.
王岩 《漯河职业技术学院学报》2007,6(3):56-57
职业教育要面对21世纪的挑战,探索一条既符合国际教育改革的发展趋势,又对我国教育的历史和现状具有鲜明的针对性的改革之路,就必须坚持职业教育的特色,走"教改兴教"的道路,在专业建设、课程规范化、教训过程、心理健康教育与德育四大领域进行改革. 相似文献
16.
马勤学 《湖北广播电视大学学报》2009,29(4):39-40
思想政治理论课应在肯定以往成绩,找出存在问题的基础上,转变教育思想、更新教育观念,由纯理论讲授向提高思想道德素质转变,不断探索教学改革的方法和途径,确立相应的原则,充分发挥思想政治理论课的作用。 相似文献
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18.
陶行知先生是我国近代创造教育的开创者。他以“行是知之始,知是行之成”为理论依据,以生活教育为核心内容,通过“六大解放”、“三个需要”和“一个条件”来解放、培养并发展学生的创造力,强调发展学生的智育和能力,同时采用启发、自动、手脑并用等方法实施创造教育。陶行知的创造教育思想,在我国当今教育改革与发展中仍具有强大的生命力和重要的指导意义。 相似文献
19.
汪强 《南昌教育学院学报》2007,22(4):4-7
南昌教育学院面临新的发展机遇和严峻挑战,要做好教师教育、高职教育、成人教育"三大文章"和注重发展、注重质量、注重人才、注重落实、注重和谐五个"更加注重"。 相似文献
20.
This study comprises accounts of how two western societies achieved legislative provision for mass education in the latter 1800's: England and Wales in 1870, and Nova Scotia in 1864 and 1865. The accounts are used to illuminate the bearing that religion had on those educational reforms and thereby to show better how religion can contribute to educational progress today.In both cases, the society's major religious groups were in sympathy with the principle of universal elementary education supported by taxes. But differences among and within the groups over the religious character and/or the control of the schools did constitute an obstacle to be overcome. Public officials who championed mass education were supportive of the advancement of religion, yet they placed limits on religious expression and control in education in order to achieve a balance of interests. A vision of the promise of mass education and their duty to procure it animated the officials. This vision harmonized with their religious motivation.Today there is an educational challenge equal to that which faced the universalizers in the 19th century: discerning the limits, fiscal and functional, of universalized educational systems so as to optimize their contribution to meeting educational needs, which have assumed crisis proportions. Educational interests and religious interests (along with others) should come together to define and respond to the challenge. Common aspirations, if not immediately apparent, would emerge, as they did in the two historical cases. 相似文献