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1.
Globalisation of learning-The role of the universities in the south: With a special look at sub-Saharan Africa 总被引：1，自引：0，他引：1
Birgit Brock-Utne 《International Journal of Educational Development》1996,16(4):335-346
The first part of the paper discusses the uneven distribution of resources to higher education between the North and South. It then takes up the attitude of the World Bank towards university education in the South and does this by going through several World Bank publications and dwells on the 1994 publication called ‘Higher Education: The Lessons of Experience’. It also discusses the likely effects for the university sector in the South, especially in Africa, of the Jomtien conference on ‘education for all’. The linkage phenomenon between universities in the North and the South is discussed. The following question is raised: Is it at all possible to establish a North South cooperation in the university sector of an empowering kind? Negative as well as positive examples are given. The link that is really missing is then discussed. This is the link between the elites in the country and the people, the link between indigenous knowledge and the imported academic knowledge. This paper argues for a transformation of the universities of the South to include local knowledge. The most common problems of the South can only be understood by analyzing local experiences. A plea is being made for discussing indigenous education. Such a discussion compels us to come to terms with the situation in which even the social construction of a people's reality is and has been constantly defined elsewhere. For Africa to find her way out of the abyss in which she finds herself an alternative national development model is needed. This model is not likely to be found unless the African universities are strengthened and transformed. The transformation would have to do with a strengthening of indigenous research based on local experience. 相似文献
2.
知识建构是美国多元文化教育课程改革的核心。五种知识类型综合发挥作用促进美国多元文化教育的课程改革。提出权力共享模式可作为美国多元文化教育课程知识选择的途径。 相似文献
3.
Initial primary teacher education should be designed to cater for the socially, culturally and linguistically diverse populations found in schools. They rarely are. As a result they tend to promote social reproduction rather than social transformation. Using vignettes drawn from our work on the New South Wales Ministerial Advisory Council for the Quality of Teaching we demonstrate the need to re‐explore the fundamental purposes and goals of preparing teachers to meet the needs of all children in our primary schools. We propose a reconceptualization of teacher education around a cultural studies perspective as a productive way forward which would allow integration rather than compartmentalization of knowledge and which encourages a search for truth in which tolerance of ambiguity and uncertainty feature such that knowledge is understood as relative and fallible. 相似文献
4.
《Educational Philosophy and Theory》2013,45(5):719-744
In higher education, the conventional design of educational programs emphasises imparting knowledge and skills, in line with traditional Western epistemology. This emphasis is particularly evident in the design and implementation of many undergraduate programs in which bodies of knowledge and skills are decontextualised from the practices to which they belong. In contrast, the notion of knowledge as foundational and absolute has been extensively challenged. A transformation and pluralisation has occurred: knowledge has come to be seen as situated and localized into various ‘knowledges’, and the status of the body has taken on renewed significance in epistemological debates. Rather than thinking of knowledge as transcending the body, the embodiment of knowledge has become a key factor in understanding the nature of knowledge and what it means to know. In this paper, we adopt a phenomenological perspective in exploring the notion of embodied knowing as it relates to higher education programs and, more specifically, the ways in which information and communication technologies (ICTs) are used in these programs. 相似文献
5.
杨凤祥 《金陵科技学院学报(社会科学版)》1999,(4)
将知识应用于以计算机或信息技术为核心的知识革命是知识经济的本质特征。信息技术加快了对知识的编码整理,但对于选择、应用和利用可编码知识具有决定作用的潜在知识——技能与能力是难以被编码的,只能通过教育获得。高等教育要强化技能培养,职业教育要增加学术内容,这就整合成了有效回应知识经济的高等职业教育。 相似文献
6.
王岩 《河北职业技术学院学报》2007,7(2):37-38
进入新世纪以来,建设学习型社会,全面推进信息素质教育,提高国民的信息素养水平,已成为我国发展知识经济、进入信息社会的前提。在这种形势下,传统的文献检索课正经历着向信息素质教育的全面转变,对文献检索课的教学理念和方式提出了崭新的要求和更高的标准。 相似文献
7.
肖绍明 《华东师范大学学报(教育科学版)》2022,(2):17-28
劳动教育是人改造外部世界,满足人的物质文化与精神文化需求,实现人的自由全面发展的文化实践。"劳动崇拜论""劳动决定论""劳动终结论"和"劳动起源论"批判和中外教育史上有关劳动教育的论争揭示了,文化是劳动和劳动教育的本质,劳动教育研究需要文化研究。"劳动""文化"和"教育"在词源上有共通之处。劳动教育,作为文化实践,是通过物质、能量转换改造自然的"化育"和通过信息、符号改造社会的"教化"的统一,蕴含价值-规范、行为-作用、语言-符号、知识-技术等不同的文化层级和实践综合。劳动教育有文化唯物性,也就是具有物质生产性和面向社会现实的大众文化性。劳动教育有文化启蒙价值,它是解放所有人的文化启蒙,是反映和表现社会生活文化的知识文化启蒙。总之,劳动教育的文化本质和实践充分呈现了人与自然、社会之间进行的物质、能量和信息转换,以及物质文化和精神文化创造的过程,是劳动的"教育性"与教育的"劳动性"、体力劳动教育与脑力劳动教育、化育与教化、精英与大众、理论与实践之间历史的、现实的、社会的辩证统一。 相似文献
8.
Leesa Wheelahan 《课程研究杂志》2015,47(6):750-762
This contribution to the symposium on Michael Young’s article ‘Overcoming the crisis in curriculum theory: a knowledge based approach’, supports his contention that curriculum theory has lost sight of its object—‘what is taught and learned in schools’, and argues that this has particularly deleterious consequences for vocational education and training (VET). VET is unproblematically positioned as applied, experiential and work-focused learning, and it is seen as a solution for those who are alienated from or unsuccessful in more traditional forms of academic education. This article argues that rather than being a mechanism for social inclusion, VET is instead a key way in which social inequality is mediated and reproduced because it excludes students from accessing the theoretical knowledge they need to participate in debates and controversies in society and in their occupational field of practice. It presents a social realist analysis to argue why VET students need access to theoretical knowledge, how a focus on experiential and applied learning constitutes a mechanism for social exclusion and what a ‘knowledge rich’ VET curriculum would look like. 相似文献
9.
院校协作是推动教师教育改革、学校改进、课程革新和教师素养提升的有效途径,并被广泛应用于实践中。但对于院校协作情境中大学专家与一线教师如何展开知识互动这一重要问题却鲜有实证研究涉及。通过对某一大学与中小学的跨界协作项目为典型案例进行的质性研究和多个案比较分析,研究发现:院校协作情境中,外部专家与学校教师的知识互动存在三种不同模式:一是外部专家主导下的知识迁移,二是教师参与的知识转化,三是合作探究导向的知识变革。研究还进一步分析了影响外部专家与教师知识互动的重要因素:外部专家与教师之间情境性动态变化的权力关系、作为专业人士的教师的专业身份定位以及外部专家具备的跨界能力。 相似文献
10.
从教育知识实在化看教育知识应具备的素质 总被引：1，自引：0，他引：1
GUO San-juan 《教育理论与实践》2007,(11)
教育知识实在化是指教育知识向教育实在化的过程。教育知识实在化要求教育知识必须具备一定的素质,如内容上客观真实,范围上要求有时间跨度,表述上要清晰、严谨和明确,生产态度上要认真严肃。并且教育知识实在化要求建立一定的转化机制。 相似文献
11.
杨光临 《佳木斯教育学院学报》2012,(5):196-196
大学的计算机基础教学是我国大学教育中的新课程,随着教学体制的改革和教育制度的逐渐转变,现有的计算机基础教育方式已不能满足现有的教育形势和信息发展趋势,结合现代的教学条件和飞速发展的信息时代,问题教学方式的出现使得现在的大学计算机教育改变了以往以传授知识为主的局面,打破原有的被动局面为主动,对于大学的计算机基础教学的质量改革是一次新的尝试。 相似文献
12.
人工智能与教育的融合实现了教育的规模化、个性化和智能化,然而它并未突破传统教育知识传授模式的局限,未来的人工智能教育应用应当从"机器教人"向"人机共生"的知识创造性发展。"人机学习共生体"这一后人工智能教育时代的学习形态,是在分析人工智能发展历程和学习者角色演变的基础上,以经验之塔理论和知识创造螺旋理论为基础提出的。后人工智能教育时代人机共生的学习形态,即在学习者的客体观、主体观、主体间、共生观和他者观等基础上,形成的具有连续统样态的人工智能教育模式。人机学习共生体围绕隐性知识和显性知识之间的转化,形成了学习者与智能体的共生关系,通过共同化、表出化、联结化和内在化等知识转化过程,持继促进知识创造。人机共生学习是学习者、智能体和教师所构成的以知识共生为核心的学习过程。未来人机学习共生体的实现,需要解决智能体的主体性技术、学习绩效支持以及学习模式创设等挑战。 相似文献
13.
Participation in service-learning courses has always been considered a part of the informal education in tertiary education worldwide. Originating from the assumption that service-learning courses increase students’ civic engagement and bridge the gap between knowledge and practice, service-learning courses have gradually acquired the status of compulsory courses at universities. This being as it may be, it would seem that the nature of such courses would benefit from further analysis and discussion regarding their function in knowledge reproduction, and their role in teaching and education. The aim of this article is to examine and analyze a university service-learning course—the National Taiwan University (NTU) Star-Rain course with a commitment to serving children with autism—from a Foucaultian perspective, and reflect on how the process of putting knowledge during a service-learning course into practice comes to constitute the subjectivity of students who work with children who are autistic. We argue that the course under investigation has, in effect, become wholly entangled in the medical system’s treatment of autism in Taiwan. The service-learning process involves knowledge acquisition as well as long-term, detailed, concrete hands-on experience, and shapes, in a very complete way, students’ construction of their subject knowledge of autism. 相似文献
14.
With the development of information technology and popularization of web applications, students nowadays have grown used to skimming through information provided through the Internet. This reading habit led them to be incapable of analyzing or integrating information they have received. Hence, knowledge management and critical thinking (CT) have, in recent years, become important topics in higher education. However, there are many web applications that may serve as effective teaching and learning tools. This study therefore proposed a blended learning environment that incorporated useful web applications within a knowledge transformation model to create an educational environment capable of improving CT and knowledge transformation for student users. A semester-long experiment was then conducted to evaluate this learning environment. Results revealed that the proposed approach was effective in improving student CT and knowledge transformation. Students were also satisfied with the courses and teaching methods used by the proposed learning environment which also effectively improved their learning motivation. 相似文献
15.
随着媒介融合的趋进,我国传媒业对人才的要求面临着重大转型。这种转型既是知识转型．更是能力转型,这种转型将高校与业界紧密联系了起来。推进传媒人才转型,高校成教同样担负着重要任务。切实改革当前高校成教类新闻专业的人才培养模式,成为今天我们面临的重要而现实的课题。文章提出了在教学、课程、师资等方面进行改革的设想。 相似文献
16.
里丁大学以提高学生"受雇能力"为核心目标,系统开展"职业生涯管理技能课程"、"雇主价值体验"和"专业化咨询指导"等,高度重视市场需求的工作导向,职业生涯教育成效显著。借鉴英国高校在生涯教育和辅导的教育理念、运行方式、组织模式方面的成熟做法,实现我国高校职业生涯教育从一维知识教育向知识、技能、情感态度和价值观三维教育的转变。 相似文献
17.
刘尔思 《云南师范大学学报(哲学社会科学版)》2000,32(3):92-94
制度与知识的互动是推动社会经济增长的重要因素。但是好的制度能够促进知识的创新,不好的制度选择会阻碍或遏制知识的创新。制度与知识创新互为相关。教育制度的创新是知识创新的重要部分,大学培养的人才是推动制度创新和知识创新的基本要素。我国改革开放的成功充分证明,经济制度的改革创新,推动了我国高等教育体制的改革创新,从而推动了我国人才培养观念的转变。创新人才的培养是我国高等教育面对21世纪的根本任务。 相似文献
18.
19世纪至20世纪上半叶,随着世界主要资本主义国家工业化程度的不断加深,国家主义职业教育被作为富国强兵战略的一部分而得到了迅猛发展,此时的职业教育"被缚"于教育功利主义战车。20世纪后半叶开始形成终身教育思想和全民教育思想使得职业教育步入了"全球主义职业教育"时期,"被缚"的国家主义职业教育正在求得全球化的"解放",即在工业时代向信息时代转变的过程中,职业教育逐渐从传统的"岗位培训"扩展到关注人的可持续发展,职业教育应为未来社会培养"幸福生产者"。 相似文献
19.
随着信息技术、经济、生态及社会文化等的全球化,在知识社会的推动下,知识生产模式转型并与高等教育的知识本质和世界主义特性相契合,高等教育全球化势成必然。从操作范式来考察,高等教育过去的“象牙塔”和“科学共和国”理念正在被“民主交往中心”和“知识生产网络节点”所取代;世界公民教育、各种全球化理论和众多的全球及区域性制度等构成了高等教育全球化范式的话语空间;控制模式让位于治理模式,欧洲博洛尼亚进程样本、“全球国家地方能动模式”等高等教育全球化范式的技术已趋成熟。目前,各国高等教育发展很不平衡,断言高等教育全球化范式已取代旧范式还为时尚早,但这种趋势已经不可逆转。当然我们也要意识到,高等教育范式的转型并非前后不可通约,而是新旧并置,具有明显的过渡性特征,这是人文范式与科学范式的重要区别。 相似文献
20.
饶建英 《重庆职业技术学院学报》2004,13(3):12-13
全球经济一体化进程的加速和加入WTO的成功给我国经济文化的发展注入了生机和活力,也给高等教育产业化经营提供了广阔的前景,高校已逐渐成为独立自主的市场主体,大学校长的官僚管理者身份正向企业家方向转变,企业家精神正在重塑高校校长的管理理念,这是我国迎接知识经济挑战的必然选择,也是我国高等教育领域与时俱进的现实表现. 相似文献