中美两国学前教育政府投入比较研究   总被引：1，自引：0，他引：1  

夏雪  徐溟溟 《外国教育研究》2012,(3):3-10

学前教育的概念有广义和狭义之分,在研究政府的学前教育投入时,一般关注的是3-5岁儿童进入幼儿园阶段政府的投入。美国政府对学前教育非常重视,通过《儿童保育与发展固定拨款法》、《不让一个儿童落后法案》等的导引,美国政府在学前教育发展中扮演着越来越重要的角色,推动了美国学前教育事业健康发展。中国学前教育经费投入仍然存在很大缺口,政府财政投入明显不足,直到2010年,中国政府才开始真正重视学前教育事业的发展,而且政府将民办学前教育严格排除在投入对象之外。美国政府对学前教育投入的针对性、稳定性、公平性、立法性是未来中国发展学前教育需要借鉴之处。  相似文献   

国际教育成绩评估项目的背景测试及其对我国“中考”改革的启示     

崔国涛  石艳 《外国教育研究》2012,(2):90-97

国际教育成绩评估项目是自20世纪中期逐渐兴起的众多中小学教育成绩评估项目的总称。从IMSAA、ICCS到PISA的国际教育成绩评估项目的实施,不仅是为了比较各国学生的学业成绩,更是为了各国教育改革政策提供事实性依据。特别是国际教育成绩评估项目增加了CIPP模式背景评价环节的背景测试,通过对学生社会经济、文化阶层的因素的考量来分析教育的改进之道。在我国"中考"体制改革过程中,借鉴国际教育成绩评估项目的背景测试环节可以帮助改革者通过考试内容了解学生的认知规律,进一步通过考试成绩的分配方案测量学生的发展度,抑或通过考试政策的设计为弱势人群子女提供教育机会均等的制度性保障,以促进教育的合理、均衡发展。  相似文献   

怀化市60-69岁老年人身体素质对比分析     

燕小妮  左凯 《怀化师专学报》2012,(8):51-57

通过文献资料法、实验法、数据统计法对怀化市2005年与2010年国民体质监测数据中60—69岁老年人身体素质,包括力量、柔韧、平衡和灵敏素质加以研究分析,从各项指标的变化趋势了解怀化市60-69岁老年人2005年与2010年整体身体素质的动态变化．研究结果表明：怀化市2010年60—69岁老年人身体素质较2010年同龄老年人各项指标中,力量素质明显比2005年高;柔韧素质方面,2010年较2005年有所提升,但是没有显著变化,年龄越大柔韧素质越弱;60—69岁老年人的平衡素质随年龄增长而逐渐提高,同龄老年人2010年较高于2005整体水平;老年人的灵敏素质除64岁变化显著外,其他年龄无显著变化．  相似文献   

我国大学生爱情故事的内涵及特点     

余鹏  李建伟 《中国特殊教育》2012,(4):85-88,96

爱情是大学生人格发展与成熟阶段的重要内容,对其人生发展具有重大影响,探索大学生的爱情本质对于帮助其成长具有重要意义.本研究采用质与量相结合的研究方法,从爱情类型学的角度探索出了大学生的27种爱情故事类型、核心内涵及其特征,并进行了不同文化的比较研究,然后在此基础上回答了“爱情的三大疑问”,从中对大学生的爱情本质特征做了较全面、深刻的分析,有助于大学生、教育与管理工作者更加科学地认识爱情、理解爱情,提升心理咨询的科学化水平.  相似文献   

Improving adult learning and professional development in a post-conflict area: The case of Cambodia     

Jan B.Y. Berkvens  Maya Kalyanpur 《International Journal of Educational Development》2012,32(2):241-251

All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.  相似文献   

Inclusive education – Empirical experience from Serbia     

Jasmina Kovačević  Dragana Maćešić-Petrović 《International Journal of Educational Development》2012

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Home and preschool learning environments and their relations to the development of early numeracy skills   总被引：1，自引：0，他引：1  

Yvonne Anders  Hans-Günther RossbachSabine Weinert  Susanne EbertSusanne Kuger  Simone LehrlJutta von Maurice 《Early childhood research quarterly》2012

This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement—particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed.  相似文献   

International comparative studies in teaching and teacher education     

Bob Adamson 《Teaching and Teacher Education》2012

This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation.  相似文献   

论教育博士专业学位研究生教育的比较优势     

李云鹏 《中国高教研究》2012,(3):44-48

比较优势理论是探讨教育博士专业学位研究生教育定位与发展的一个视角。理论与实践紧密结合是其理念基础。其比较优势需要通过特别的培养方案来实现。牢固树立专业博士学位研究生教育理念,坚守专业博士学位品质,培育专业精神和专业伦理,创新培养体制和办学体制,突出专业学位研究生教育的特色,是强化教育博士专业学位研究生教育比较优势的策略。  相似文献   

论标准化视野下的教师教育课程框架设计     

林钧 《中国高教研究》2012,(6):54-58

教师教育课程构架的信度来自其所依托的科学理论框架,理论框架确定是教师教育课程体系具体设计中需要解决的首要问题。我国教师教育课程框架设计的立基点是专业化、标准化与优质化,它是矫治教师教育实践赖以展开的"地图"。从这三个基点出发,科学的教师教育课程框架的设计在理论上应考虑三个因素:教师专业实践内容、教师专业要求等级与教师专业理论水平,这就构成了三维教师教育课程框架设计时要考虑的核心参量。合理的教师教育课程构架的实践形态表现为一个喇叭式结构,它具有许多比较优势值得重视。  相似文献