Contemporary trends and developments in early childhood education in China   总被引：2，自引：0，他引：2  

Jiaxiong Zhu  Jie Zhang 《Early Years: An International Journal of Research and Development》2008,28(2):173-182

Early childhood education in China has gone through a century‐long development process and has made great progress in the past two decades. Contemporary early childhood education is becoming diverse in its forms and educational approaches, and is aligning itself with the increasingly open and diversified society. It is clear that early childhood education in China is strongly influenced by sociocultural changes and reflects the hybrid of traditional, communist and Western cultures. We should re‐think what happened in past years and continue to promote reform and development in early childhood education.  相似文献   

Teaching critical thinking: Cultural challenges and strategies in Singapore          下载免费PDF全文

Charlene Tan 《British Educational Research Journal》2017,43(5):988-1002

Among the challenges faced by educators in promoting critical thinking is that of cultural compatibility. Using Singapore as an illustrative case study, this paper explores the cultural challenges and recommended strategies for the teaching of critical thinking in schools. The research for this study is based on a theoretical framework that focuses on two dominant practices of critical thinking: confrontational and individualistic on the one hand, and collegial and communal on the other. Research data shows that the main cultural challenges are the social expectations of teachers as knowledge transmitters and a perception that critical thinking is essentially adversarial. The recommended strategies are the utilisation of cooperative learning strategies and the provision of a safe learning environment. There are two major implications arising from this research study. The first is a need for policymakers and educators to be cognisant of cultural constraints in the teaching of critical thinking. The second is the significance of teacher efficacy to engender student engagement and successful learning within socio‐cultural constraints. The Singapore experience adds to the existing literature by highlighting the existence and significance of communitarian practices of critical thinking in an Asian context.  相似文献   

当前美国高等教育面临的挑战及其政策动向   总被引：1，自引：0，他引：1  

李成军 《宁波大学学报(教育科学版)》2008,30(6):81-86

当前,高等教育存在的问题导致美国在很多领域中的领先地位受到挑战。这些问题和挑战主要是,大学新生入学准备不足;政府教育经费减少,教育规模扩张带来的矛盾;高等教育竞争力减弱等。基于此,美国联邦政府提出《美国竞争力计划》,教育部相继提出了《领导力的考验：规划高等教育未来》《美国高等教育行动计划》,试图通过这些计划的实施来迎接这些挑战,解决这些问题。  相似文献   

新形势下高考宣传所面临的挑战与对策     

邬平川 《湖北招生考试》2008,(20)

新形势下,高考宣传所面临的挑战主要表现在三个方面:一是经济社会的转型,使高考宣传面临新的外部环境;二是教育的改革发展对高考宣传提出了新的要求;三是信息传播的巨大变化使高考宣传面临新的考验。面对这些挑战,高考宣传应采取如下应对策略:一是应坚持正确的舆论导向,以宣传高考政策、弘扬高考公平公正作为高考宣传的主旋律;二是应坚持以人为本,努力为广大考生提供令人满意的服务;三是应合理控制宣传规模、宣传数量和宣传频率;四是应高度重视对突发事件的宣传;五是应讲究宣传艺术,提高宣传效果;六是应整合资源,开辟高考宣传的新渠道。  相似文献   

全球化视域下民族文化产业的现实境遇与发展理路     

袁立擎  高晓华 《四川师范学院学报》2008,(6):54-57

全球化对人类社会文明的影响已不再局限于经济领域,已经扩散到文化生活等诸多领域。在全球化视域下,民族文化产业正面临着空前的机遇和挑战,我们应当充分认识民族文化产业,积极寻求中国文化产业的发展出路,引导中华民族文化面向世界。  相似文献   

论社会转型期党的执政合法性建设     

张娟  廖国庚 《常熟理工学院学报》2008,22(9):50-55

合法性关乎政治秩序的稳定与政权的兴衰。构建和维护执政合法性基础是我们党必须高度关注的长期要务。社会转型期所出现的阶层利益的分化重组与贫富差距的扩大、思想的开放多元与主流意识形态整合力的弱化、政治腐败的滋生蔓延与党群干群矛盾的激化等等,这些都不可避免地会对党的执政合法性基础造成一定的冲击和消解。面对挑战,党必须采取积极有效的合法化战略和路径,以保证党执政地位的稳固和国家的长治久安。  相似文献   

加入WTO后气象服务对策研究   总被引：1，自引：0，他引：1  

张庆阳  王亚光  曹学柱  张沅 《软科学》2002,16(3):21-24

本文分析研究了加入WTO后对我国气象服务的影响、带来的机遇和挑战,并结合我国国情,从思想、法律、技术、人才等10个方面提出相应的对策。  相似文献   

Facilitating qualitative research interviews for respondents with intellectual disability     

Hanne Marie Høybråten Sigstad  Veerle Garrels 《欧洲特需教育杂志》2018,33(5):692-706

  相似文献   

会计人员如何应对WTO的挑战     

王荣堂 《安阳工学院学报》2003,(3):78-79

会计作为一种管理活动,其发展的根本动力来自社会、经济环境的变化。我国加入WTO后,财务管理环境变得更加复杂,与国际会计惯例接轨也愈加迫切,这一方面给我国的会计人员带来了机遇,另一方面也带来了挑战。  相似文献   

Moving beyond the predictable failure of Ed-Tech initiatives     

Juana M. Sancho-Gil  Pablo Rivera-Vargas  Raquel Miño-Puigcercós 《Learning, Media and Technology》2020,45(1):61-75

ABSTRACT

The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.  相似文献