首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 93 毫秒
1.
The Changing Debate on Internationalisation of Higher Education   总被引：3，自引：0，他引：3  
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding.  相似文献   

2.
Résumé Le retournement de conjoncture du début des années 1970 s'est traduit par un renouveau des travaux relatifs aux cycles longs de type Kondratieff. Face à la fluctuation atypique de certaines variables (prix, production, etc ...), les acquis théoriques antérieurs semblaient avoir épuisé leur capacité explicative. Il devenait nécessaire d'énoncer et de vérifier des hypothèses nouvelles pour expliquer les traits originaux de la crise de structure qui se dessinait. Les résultats des travaux développés au sein du groupe de recherche en Histoire Quantitative et Théories du Long Terme de l'Université de Montpellier I répondent à cette nécessité. Ils introduisent une relation entre les dépenses engagées pour le développement des hommes (salaires, éducation, santé etc ...) et celles consacrées à la croissance matérielle.
The downturn in the economic situation in the early 1970s gave rise to new work on long-term Kondratieff cycles. Given the atypical fluctuation in some variables (prices, production, etc.), previous theories appeared to have exhausted their ability to explain events. To explain the original features of the structural crisis that was developing, it has become necessary to put forward and test new hypotheses. The results of work carried out by the research group on Quantitative History and Long-Term Theories at the University of Montpellier I meet this requirement. They introduce a relationship between expenditure on human development (wages, education, health, etc.) and that devoted to material growth.
Zusammenfassung Die Verschlechterung der wirtschaftlichen Situation in den frühen 70ern gab der Arbeit an langfristigen Kontratieff — Zyklen Aufschwung. In Anbetracht der atypischen Fluktuation einiger Variablen (Preise, Produktion, usw.) schienen vorangegangene Theorien die Ereignisse nicht mehr erklären zu können. Um die Ursachen der sich entwickelnden strukturellen Krise erklären zu können wurde es notwendig, neue Hypothesen aufzustellen und auszuprobieren. Die Ergebnisse der von der Forschungsgruppe über Quantitative Geschichte und Langzeittheorien an der Universität von Montpellier I durchgeführten Studien erfüllen diese Anforderungen. Sie stellen Ausgaben für die menschliche Entwicklung (Lohn, Bildung, Gesundheit usw.) und Ausgaben für materielles Wachstum in Relation.
Resumen La degradación de la situación económica a comienzos de los a~nos setenta ha originado un nuevo trabajo sobre ciclos Kondratieff de largo plazo. Dada la fluctuación atípica de algunas variables (precios, producción, etc.), las teorías previas aparentemente habían agotado su capacidad de explicar los hechos. A efectos de explicar las características originales de la crisis estructural que se estaba desarrollando, surgió la necesidad de adelantar y comprobar nuevas hipótesis. Los resultados del trabajo realizado por el grupo de investigación de Historia Cuantitativa y Teorías de Largo Plazo de la Universidad de Montpellier I satisfacen estos requisitos. Ellos introducen una relación entre los gastos y esfuerzos destinados al desarrollo humano (salarios, educación, sanidad, etc.) y aquellos dedicados al crecimiento material.
1970- . - (, ..) , , . . I . (, , ..) .
  相似文献   

3.
This article describes the curriculum Enrichment Program (CEP), an attempt at partial privatization in a Jerusalem elementary school. Although the school was part of the free public education system, under the CEP parents could pay for their children to receive extra teaching over and above the basic curriculum. Because of a high drop-out rate and other problems, the project was terminated after a short period. The author examines the reasons for the failure of the scheme and analyses its wider implications.
Zusammenfassung Dieser Artikel beschreibt das Curriculum Enrichment Program (CEP — Curriculum Erweiterungsprojekt), ein Versuch zur teilweisen Privatisierung einer Grundschule in Jerusalem. Obwohl die Schule Teil eines freien öffentlichen Bildungssystems war, stand es den Eltern frei, gegen Bezahlung erweiterten Unterricht über das Grundcurriculum hinaus für ihre Kinder zu erhalten. Das Projekt wurde schon nach kurzer Zeit aufgrund von hohen Schulversagerquoten und anderen Problemen beendet. Der Autor untersucht die Gründe für den Fehlschlag des Systems und analysiert die weiteren Auswirkungen.
Resumen Este artículo describe un proyecto de ampliación del programa de enseñanza Llamado Curriculum Enrichment Program (CEP) como un proyecto de privatización parcial que se realizó en una escuela de primera enseñanza de Jerusalén. Si bien la escuela formaba parte del sistema de educación pública, el CEP ofrecía la posibilidad de que los padres pagaran una instrucción adicional al programa básico para sus hijos. A causa de una elevada cuota de bajas y de otros problemas, el proyecto fue terminado poco tiempo después. El autor examina las razones del fracaso de este delineamiento y analiza las consecuencias de mayor trascendencia.
Résumé Cet article décrit le projet d'enrichissement des curriculums, qui était une tentative de privatisation partielle dans une école primaire de Jérusalem. Bien que cette école fasse partie du système d'enseignement public, ce projet donnait l'option aux parents de payer pour que leurs enfants reçoivent un enseignement supplémentaire, en dehors du curriculum de base ou supérieur à celui-ci. En raison du taux élevé d'abandons et d'autres problèmes, le projet fut interrompu après une courte période. L'auteur étudie les raisons de l'échec de ce modèle et en analyse les répercussions indirectes.
() - . i , , . - . , .
  相似文献   

4.
A two-dimensional analysis of student ratings of instruction   总被引：2，自引：1，他引：2  
Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions.  相似文献   

5.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical.  相似文献   

6.
Many traditional faculty now find themselves working with nontraditional students. New faculty models such as mentoring have emerged in response to the new student. The purpose of this study was to examine the mentoring role at Empire State College, State University of New York, on the basis of mentors' behavior responses to mentor-defined problems. The Critical Incident Technique was the method used to elicit reported and recalled incidents which either facilitated or impeded mentoring. Significant problems cited in the findings included communications gap in mentor/student relationship and the student's incompletion of academic work. Typical corresponding responses to such problems included providing support, demythologizing the learning process, setting behavior limits, and assessing and reassessing student performance. On the other hand, the critical requirements which were inductively derived from the critical incidents, as well as the practical implications which were gleaned from the study, revealed a definite extension of the traditional faculty role.The original document from which this article was adapted, including an extensive bibliography is on file with University of Microfilms International, Ann Arbor Michigan, 48108.  相似文献   

7.
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice.  相似文献   

8.
This paper examines the impact of two major approaches to literacy programs — the linguistic and the sociolinguistic. The principal difference between the two perspectives is that the linguistic negates the importance of sociological and ethnographic factors in a person's attaining literacy, while the sociolinguistic magnifies these influences. From one viewpoint, literacy is seen as cracking a linguistic code, while from the other, in Freire's (1987) phrasing, reading the world is necessary before reading the word. Academic/cultural literacy and functional literacy are examined as types affiliated with the linguistic perspective. Types of ethnographic literacy programs are analyzed to show their sociolinguistic orientation. The last section of the paper examines the language planning consequences of which perspective a country adopts and focuses on some recent literacy programs in Peru which incorporate elements of both the linguistic and sociolinguistic perspectives.
Zusammenfassung Dieser Artikel untersucht den Einfluß zweier Ansätze zu Alphabetisierungsprogrammen — den linguistischen und den soziolinguistischen. Der Hauptunterschied zwischen beiden Perspektiven liegt darin, daß die linguistische die Bedeutung soziologischer und ethnologischer Faktoren beim lernen verneint, während die soziolinguistische Perspektive diese Einflüsse unterstreicht. Eine Seite versteht unter Lese- und Schreibfähigkeit die Lösung eines linguistischen Codes, während die andere Seite mit Freires (1987) Worten gesprochen, Lesen der Welt in seiner Wichtigkeit vor Lesen des Wortes stellt. Akademische/kulturelle Schreib-u. Lesefähigkeit und funktionelle Schreib- u. Lesefähigkeit werden als Beispiele untersucht, die eng mit der linguistischen Perspektive verbunden sind. Ethnographische Alphabetisierungsprogramme werden in ihrer soziolinguistischen Orientierung analysiert. Der letzte Teil des Artikels setzt sich mit den Folgen für Sprachprogramme auseinander, in Bezug zur eingenommenen Perspektive. Der Artikel konzentriert sich auf einige Alphabetisierungsprogramme in Peru, die beide Perspektiven einbeziehen.
Resumen El trabajo examina el impacto de dos importantes enfoques de programas de alfabetización: el lingüístico y el sociolingüístico. La principal diferencia entre ambas ópticas reside en que la lingüística niega la importancia que revisten los factores sociológicos y etnográficos para la persona que está aprendiendo a leer y a escribir, mientras que la sociolingüística magnifica estas influencias. Desde un punto de vista, la alfabetización es considerada como la solución del código lingüístico, mientras que desde el otro, según las palabras de Freire (1987), se sostiene que antes de reading the word (leer la palabra) será necesario reading the world (interpretar el mundo). Estudia la alfabetización académico-cultural y la alfabetización funcional como disciplinas asociadas a la óptica de la lingüística. Analiza tipos de programas etnográficos de alfabetización para mostrar su orientación sociolingüístca. La última parte del trabajo examina las consecuencias de la planificación del lenguaje según la perspectiva que un país adopta, y enfoca algunos programas de alfabetización recientes del Perú, que incorporan elementos tanto de la óptica lingüística como de la sociolingüístic.
Résumé Cet article étudie l'incidence des deux principaux modes d'approche des programmes d'alphabétistion, l'un linguistique et l'autre sociolinguistique. La différence principale entre ces deux perspectives est la suivante: La linguistique nie l'importance des facteurs sociologiques et ethnographiques dans le processus d'alphabétisation d'une personne, alors que la sociolinguistique amplifie ces facteurs d'influence. La première considère l'alphabétisation comme le décryptage d'un code linguistique, pour la seconde, selon l'expression de Freire (1987), il faut lire le monde avant de lire le mot. Les formes d'alphabétisation dites académique, culturelle et fonctionnelle sont présentées comme appartenant à l'optique linguistique. Des programmes d'alphabétisation ethnographique sont également examinés pour en montrer l'orientation sociolinguistique. La dernière partie de l'article analyse les conséquences sur la planification linguistique quand un pays adopte l'une ou l'autre conception, et termine par la présentation de quelques récents programmes d'alphabétisation au Pérou, qui intègrent des éléments à la fois linguistiques et sociolinguistiques.
— . , , - . , , , Freire () 1987 , . - . , - . , , , - .
  相似文献   

9.
Most quality assessment studies utilize a univariate approach to the assessment of quality. While the univariate approach has some merit, this study presents an alternative—the multivariate approach. Factor analysis identified three clusters of variables potentially linked to quality. These clusters, labeled faculty research, input, and student, were later used as bases for measuring departmental excellence. Seven indicators based on these clusters were developed. The indicators that combined the first and second clusters and the indicators that combined all three clusters appeared to have produced the best estimates of departmental excellence.  相似文献   

10.
One of the main differences between novice and expert problem solving in physics is that novices mostly construct problem representations from objects and events in the experimental situation, whereas experts construct representations closer to theoretical terms and entities. A main difficulty in physics is in interrelating these two levels, i.e. in modelling. Relatively little research has been done on this problem, most work in AI, psychology and physics education having concentrated on how students use representations in problem solving, rather than on the complex process of how they construct them. We present a study that aims to explore how students construct models for energy storage, transformation and transfers in simple experimental situations involving electricity and mechanics. The study involved detailed analysis of problem solving dialogues produced by pairs of students, and AI modelling of these processes. We present successively more refined models that are capable of generating ideal solutions, solutions for individual students for a single task, then models for individuals across different tasks. The students' construction of energy models can be modelled in terms of the simplest process of modelling — establishing term to term relations between elements of the object/event world and the theory/model world, with underlying linear causal reasoning. Nevertheless, our model is unable to take into account more sophisticated modelling processes in students. In conclusion we therefore describe future work on the development of a new model that could take such processes into account.1. CHENE = CHaîne ENErgetique, or Energy Chain. (In French Chêne also means oak).2. Throughout the rest of the paper we use the following simple notation in order to avoid possible confusion between modelling as a process performed by the students, in the domain of physics, and AI modelling of the former modelling process: students' modelling in physics = modelling SP ; AI modelling (of modelling SP ) = modelling AI .3. It has not been necessary to use more sophisticated strategies at the stage of our work reported here. The next system, modelCHENE, will directly address this issue.4. Note that what we refer to in this context as problem solving may in another context be viewed as construction of a qualitative representation for subsequent quantitative problem solving.5. The protocols indicate that students use this as a kind of anchor in their reasoning-some students returning to it in order to resolve impasses. As the current problem solver provides no mechanism for handling impasses we cannot model the reuse of information in any meaningful way.6. We are grateful to an anonymous reviewer for this example.7. This provides the minimum distinction for our initial needs.8. Though there is a difficult step in deciding that the moving object really is the last unassigned object-since that requires setting aside any need to assign roles to, for example, connecting strings etc.9. At the moment we have to provide psCHENE with slightly different rulesets: providing rules with priorities would be more convenient.  相似文献   

11.
Merker hypothesized that because mobile creatures move around and must constantly readjust their map of the world and because the demands are so great for continually processing information for a map of the world, evolution has created a space in the brain where such preprocessing has been eliminated. This space he calls consciousness with the preprocessing in the unconscious. Using Merker's view, this paper explores the process of changing paradigms, giving advice and the implications for learning.  相似文献   

12.
Sit Down! shouts Judy, with more than a trace of frustration in her voice. She is trying to maintain control of a group of preschoolers who are none too interested in the lesson she has worked so hard to prepare. Jonathan, if you won't join the circle you'll have to sit in the time-out chair, she states with determination.Marianne Modica is Program Coordinator for the Calvary Christian Academy and Happy Day Child Care Center in Wayne, NJ.  相似文献   

13.
Drawing upon Freud's seminal discussion of psychological identification vis-a-vis group psychodynamics, this study investigated the relationship between degree of student identification with an instructor and students' ratings of instructional effectiveness. Specifically, it was hypothesized that students who highly identify with their instructor will rate the course more favorably, perceive greater progress on their part toward course related objectives, and report higher motivation to learn than students who do not identify with their instructor. Using a 50 item personality trait Q-sample, 96 undergraduates from eight different courses taught by three different instructors were asked to describe the instructor, their actual self, and their ideal self; Q-sorts for the instructor and ideal self were correlated separately for each student as the measure of identification. Instructional effectiveness was assessed using the Kansas State IDEA form. Correlational and path analyses of the data provided support for the hypothesis. Results are discussed in light of the unique contribution made by the traditional notion of identification to instructional outcomes and evaluation.  相似文献   

14.
The purpose of this study was to examine perceptions of school effectiveness among parents, students, teachers and principals, and differences in their perceptions across school levels (primary vs. secondary) and types (religious state vs. non-religious state). Finally, the results were compared with school effectiveness indicators in the literature. A sample of all categories of subject in eight Israeli schools were interviewed (N=64). Analysis reveals that parents stressed school outputs, teachers stressed their skills and teaching processes, students emphasized both inputs and outcomes, and principals chiefly inputs. Religious schools gave more weight than others to values. These findings are broadly in line with the literature, but any comprehensive analysis of school effectiveness demands reference to all aspects of the concept.
Zusammenfassung Ziel dieser Studie war eine Untersuchung darüber, für wie effektiv Eltern, Schüler, Lehrer und Direktoren die Schule beurteilen und wie unterschiedlich diese Wahrnehmungen auf den verschiedenen Schulebenen und -arten sind (Primarstufe und Sekundarstufe, religiös und nicht-religiös). Danach wurden die Ergebnisse mit Indikatoren über Schuleffektivität in der Literatur verglichen. Man führte Interviews mit den Zielgruppen in acht israelischen Schulen durch (N=64). Die Analysen zeigten, daß Eltern am meisten Wert auf Schulergebnisse legten, Lehrer auf ihre Fähigkeiten und Lehrprozesse, Schüler empfanden Lernen und Ergebnisse als gleich wichtig und Direktoren interessierte hauptsächlich das Lernen. Religiöse Schulen legten mehr Gewicht auf Wertvorstellungen als andere. Diese Ergebnisse stehen im allgemeinen mit der Literatur in Einklang, aber jede umfassende Analyse der Schuleffektivität erfordert die Berücksichtigung aller Aspekte des Konzepts.
Resumen El propósito de este estudio residía en examinar las percepciones referentes a la eficacia de la escuela entre padres, estudiantes, docentes y directores, y las diferencias en sus percepciones a través de los diferentes niveles (primario vs. secundario) y tipos de escuelas (religiosas vs. laicas). Finalmente, los resultados se compararon con los indicadores de eficacia escolar establecidos en la literatura. Se ha interrogado a un grupo representativo de todas las categorias de sujetos en ocho escuelas israelíes (N=64). Los análisis revelan que los padres ponían énfasis en los rendimientos escolares, los maestros enfatizaban sus habilidades y procedimientos de enseñanza, los estudiantes enfatizaban tanto los esfuerzos como los resultados, y los directores, principalmente, los esfuerzos. Las escuelas religiosas, más que otras, adjudicaban una mayor importancia a los valores. Estos resultados coinciden de forma global con los datos que indica la literatura, pero todo análisis integrado de eficacia escolar exige la referencia a todos los aspectos del concepto.
Résumé Le but de cette étude était d'appréhender comment parents, élèves, enseignants et directeurs d'école perçoivent l'efficacité scolaire, et si cette appréciation est différente selon le niveau scolaire (primaire ou secondaire) et le type d'école (statut religieux ou laïque). En dernier lieu, les résultats ont été comparés avec les indicateurs de l'efficacité scolaire relevés dans la littérature. Un échantillon de chaque groupe de sujets de huit écoles israéliennes a été soumis à des entretiens. L'analyse révèle que les parents font valoir le rendement scolaire, les enseignants s'attachent à leurs compétences et leurs méthodes pédagogiques, les élèves soulignent à la fois le contenu des programmes et les résultats scolaires, et les directeurs d'établissement se concentrent en premier lieu sur les contenus pédagogiques. Les écoles religieuses quant à elles donnent davantage de poids aux valeurs. Ces résultats correspondent d'une façon générale à ceux de la littérature, mais toute analyse complète sur l'efficacité scolaire doit couvrir tous les aspects du concept.
, , , ( — ) ( — ) . , . (=64). , , — , — , , — . , , . , , , , .
  相似文献   

15.
Although Rousseau describes inÉmile only his scheme for childhood education, he presents us in this work with some direct statements which can be applied to explain more fully the nature of adult education. The author surveys Rousseau's ideas on the role of the general will in adult educational philosophy, subject matter, methodology and negative education, as well as the relationships between the family, student, teacher, community and the state. He concludes that the modern Rousseau would not limit education to males and would recognize that the four Rousseauian periods of educational development — infancy, childhood, youngster, adolescence — is followed by a fifth: adulthood. Adult education is the logical continuation of the four previous phases. Throughout each phase education must permit intellectual and moral growth and always allow for creativity and diversity. Only then can adults become positive contributors to their society.
Zusammenfassung Obwohl Rousseau inÉmile nur seine eigene Vorstellung der Kindererziehung beschreibt, präsentiert er uns in dieser Arbeit Standpunkte, die auch auf Erwachsenenbildung zutreffen. Der Autor beleuchtet Rousseaus Ideen zur Rolle des generellen Willens sowohl in der Philosophie der Erwachsenenbildung als auch in Inhalten, in Methodologien und in negativer Erziehung, sowie zu den Beziehungen zwischen Familie, Schüler, Lehrer, Gemeinde und Staat. Er schließt, daß der moderne Rousseau Bildung nicht nur auf die männliche Bevölkerung beschränken würde und zudem erkennen würde, daß zu den vier Rousseauschen Phasen der erzieherischen Entwicklung — Kleinkindalter, Kindheit, Heranwachsender und Jugendlicher eine fünfte Phase hinzukommen muß: das Erwachsenenalter. Erwachsenenbildung ist die logische Folge der vier vorangegangenen Phasen. In jeder Phase muß Erziehung intellektuelles und moralisches Wachstum beinhalten und Kreativität und Vielfalt berücksichtigen. Nur dann können Erwachsene Positives zu ihrer Gesellschaft beitragen.
Resumen Si bien enÉmile, Rousseau describe solamente su idea de la educación de la niñez, en este trabajo nos confronta con algunas afirmaciones directas que pueden aplicarse para explicar con mayor profundidad la naturaleza de la educación de adultos. El autor investiga las ideas de Rousseau relativas a la voluntad general en la filosofía de educación de adultos, en el objetivo, en la metodología y en la educación negativa, así como las relaciones existentes entre la familia, el estudiante, el docente, la comunidad y el Estado. Su conclusión es que el moderno Rousseau no limitaría la educación a los varones y que reconocería que los cuatro períodos que Rousseau ha establecido para el desarrollo educacional: infancia, niñez, pubertad, adolescencia, deben completarse con una quinta etapa: la adultez. La educación del adulto es la continuación lógica de las cuatro fases previas. Desde su comienzo hasta su final, cada una de estas fases de la educación debe permitir el crecimiento intelectual y moral y ofrecer el espacio necesario para la creatividad y la diversidad. Son condiciones indispensables para que los adultos puedan prestar un aporte positivo a la sociedad a la que pertenecen.
Résumé Bien que Rousseau ne décrive dans l'Émile que son modèle d'éducation de l'enfant, il fait dans cette oeuvre quelques déclarations directes que l'on peut utiliser pour définir plus amplement la nature de l'éducation des adultes. L'auteur présente les idées de Rousseau sur le rôle de la volonté générale dans la philosophie de l'éducation des adultes, les sujets, la méthodologie et l'éducation négative, de même que dans les relations entre famille, apprenant, enseignant, communauté et État. Il en déduit qu'un Rousseau contemporain ne limiterait pas l'éducation aux seuls garçons et reconnaîtrait que ses quatre périodes du développement pédagogique — première enfance, enfance, jeunesse et adolescence — sont suivies d'une cinquième, l'âge adulte. L'éducation des adultes est la continuation logique des quatre phases précédentes. À l'intérieur de chaque phase, l'éducation doit permettre une croissance intellectuelle et morale, et toujours laisser une part à la créativité et la diversité. Ce n'est qu'à cette condition que les adultes peuvent devenir des citoyens qui contribuent de façon positive à leur société.
, , . , , , , , , . , , — , , , — — . — . . .
  相似文献   

16.
Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources.  相似文献   

17.
Inauguration of double-shift junior secondary schooling in Trinidad and Tobago in 1973 created several problems for local planners, policy makers, parents, and students themselves. In some cases solution has been found, but in others problems have remained defiant and irresolute. In the latter category is the problem of deviant student behaviour during off-shift sessions, believed to be the result of poor student choice regarding the use of time. Recommendations have been made to redress this situation through engagement of community groups. This paper argues that this approach is problematical and contradictory and will not achieve stipulated objectives. The main reason for the gloomy outlook is the principle of decentralization, which must be taken into account in any attempt to engage the local community. Community engagement is examined against certain imperatives of decentralization. The paper concludes, however, that as a strategy, community engagement is doomed to failure. Poor choices by junior secondary school students in the use of their off-shift hours are therefore very likely to persist.  相似文献   

18.
This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized.  相似文献   

19.
In many nations, adults without a secondary school diploma have, in increasing numbers, returned to formal education in order to qualify for admission to higher institutions. The Federal Republic of Germany has been among the leaders in efforts to facilitate such upward academic mobility. Therefore, this article deals with some of the most important developing or newly-created institutions or practices aimed at encouraging those young West German adults most likely to succeed. Status elevation of non-academic schools, e.g., largely in engineering, to Fachhochschulen, as well as creation of in part vocationally-oriented, yet higher education-preparatory secondary schools, are discussed. The article stresses the role of adult education and especially those day and evening institutions (Kollegs and Abendgymnasien) specifically designed to qualify young adults for academic studies. While these schools take into account the relative maturity of their students and the recently-initiated course electivity of West German secondary schools, they have not as yet attracted, in sufficient numbers, such previously disadvantaged groups as workers, women, and rural residents. Other measures in the direction of upward educational mobility are extensive regional television-based programs (Telekollegs), recently-enacted official regulations governing correspondence education, and external school-leaving examinations varying from state to state.Finally, attention is given to a number of current issues pertaining to upward academic mobility. Among them is the fact that the growing tendency of young people to attend a secondary school, instead of merely completing the upper elementary school, increases the number of students interrupting their school attendance. That fact, in turn, compounds both the difficulties resulting from admission restrictions in many academic fields and the unemployment picture for university graduates. There is doubt as to whether added centralized efforts can offer solutions to these problems.  相似文献   

20.
The application of basic cybernetic laws and information processing principles to the classroom situation suggests that traditional and modern teaching methods, regarded as control systems, are equivalent in terms of efficiency. As control structures, they embody different principles and are not decomposable. Examination of these principles reveals that the two methods are radically incompatible, in the sense that techniques developed in the one cannot be transferred to the other without dislocation of the system as a whole. Attempts to modernize the traditional method, or to formalize the modern method are ill-conceived. Such mixed methods violate basic laws of information and control, and cannot work. It is suggested that many of the problems underlying the Great Education Debate are a consequence of the impossible state of affairs created by the widespread introduction of mixed methods.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号