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《北京大学教育评论》2011,(2):2
William Clark University Of Chicago Press,2006正如本书第一句所言,"这是一本奇特的书"。作为一部非同寻常的大学史,它在隐秘的历史中追述,仿佛探幽览胜,以最谦卑细致的笔触写下最有富于野心的叙述——从中世纪至近代,学术生活如何完成了理性化、科层化,学术卡里斯玛如何被转移、分解和重新定义,大学如何从行会、民族团、神学院、象牙塔变为由现代国家控制的科研机构——研究型大学如何在时代的转变中形成。 相似文献
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Yongfeng Xu 《美中教育评论》2005,2(11):10-14
Scientific developing concept of higher education is overall, coordinated and sustained based on facts. The developing planning of a university which is the perspective of an university must be unified, directed and completed scientifically. Take Yanshart University for example, during its 11th Five-Year-Plan period, we hold the opinion that university orientation is a norm of formulating the university developing planning. Meanwhile, scientific developing plan is the prerequisite to implementing scientific developing concept of higher education. 相似文献
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This study concerns students’ ideas about the superposition of electric fields. Two paper‐and‐pencil questionnaires were given to university students to investigate possible obstacles to a correct use of this principle. The results confirm an expected difficulty about Gauss's theorem, i.e., the idea that only ‘internal’ charges create a field on a given closed surface. Another more surprising finding is that students are reluctant to admit that a field can penetrate into, or go out of, an insulator, particularly because ‘charges cannot move’. These first findings are discussed in connection with common features of students’ reasoning about mechanics and about multivariable problems. Some directions of future research are proposed. 相似文献
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Science & Education - The paper presents an empirical study on university students’ perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and... 相似文献
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“Henceforth, my dear philosophers, let us be on our guard against the dangerous old conceptual fiction that posits a ‘pure, will‐less, painless, timeless knowing subject'; let us guard against the snares of such contradictory concepts as ‘pure reason’, ‘absolute spirituality’, ‘knowledge in itself: these always demand that we should think of an eye that is completely unthinkable, an eye turned in no particular direc‐ tion, in which the active and interpreting forces, through which alone seeing becomes seeing something, are supposed to be lacking; these always demand of the eye an absurdity and a nonsense. There is only a perspective seeing, only a perspective ‘knowing'; and the more emotions we allow to speak about one thing, the more eyes, different eyes, we can use to observe one thing, the more complete will our ‘concept’ of this thing, our ‘objectivity’ be.” (Friedrich Nietzsche, On the Genealogy of Morals)
As an ‘epilogue’ to this special issue on postmodernism in. the history of education the authors, as privileged witnesses, examine to what extent ‘Paedagogica Historica’ has stimulated or just mirrored trends in (post‐)modern educational historiography. To analyse the journal they make use of both measurable and interpreta‐ tive indicators. The main conclusion runs as follows: ‘Paedagogica Historica’ acted more as a mirror than a lever in developments in the history of education. 相似文献
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《Journal of Higher Education Policy & Management》2012,34(1):97-103
The allocation of resources within an institution should be consistent with other elements in the planning process. This paper describes and discusses the existing and proposed resource allocation processes of the Australian National University. The discussion is set against the background of a model for institutional planning. 相似文献
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The present study analyses Finnish higher education steering system, management by results, from the perspective of higher education institutions. We ask what happens inside a higher education institution, called here the “Campus University”, during the actual negotiations related to the national steering system. We analyse not only the management by results as a steering system but pay close attention to the social space created by this managerial fad. The social space of the negotiations is constructed by different kinds of unofficial elements of social interaction; the physical space, the expected behaviour of the negotiators, the seating arrangements, the coffee servings, and the “small talk”. These elements of interaction are part of the polity of the negotiations and they are controlled by the chairperson of the negotiations. They form the modes of the social space of these negotiations. Therefore, the social space of the negotiations not only supports the hierarchical character of the ritual, but also makes it natural for the Rector to use power to allocate resources because s/he represents the institution. The analysis is based on qualitative and ethnographic methods of research. 相似文献
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Journal of Science Education and Technology - Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is... 相似文献
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Margarita Holmberg 《European Journal of Engineering Education》2017,42(4):413-428
The Laplace transform is an important tool in many branches of engineering, for example, electric and control engineering, but is also regarded as a difficult topic for students to master. We have interviewed 22 university teachers from five universities in three countries (Mexico, Spain and Sweden) about their views on relationships among mathematics, physics and technology/application aspects in the process of learning the Laplace transform in engineering education. Strikingly, the teachers held a spectrum of qualitatively differing views, ranging from seeing virtually no connection (e.g. some thought the Laplace transform has no relevance in engineering), through to regarding the aspects as intimately, almost inseparably linked. The lack of awareness of the widely differing views among teachers might lead to a lack of constructive alignment among different courses that is detrimental to the quality of engineering education. 相似文献
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Agorram Boujemaa Clement Pierre Selmaoui Sabah Khzami Salaheddine Chafik Jamal Chiadli Abdellatif 《美中教育评论》2010,(2):9-15
Concepts of genetics are often difficult to teach, specifically the central concept of gene. Even the scientists disagree when defining this concept. This paper investigates university students＇ understanding about the gene and its functions. The results show the dominance of two conceptions of the gene： the Neoclassical model and the Mendelian model. The existence of hybrid conceptions and the lack of the modern model show that students are unable to mobilize the knowledge taught in biology. These results suggest to improve the teaching methods of genetics, for instance, by developing activities that bring students face to face with their conceptions. 相似文献