我国教育政策价值的反思与前瞻     

祁型雨  李春光 《现代教育管理》2020,(3):29-35

教育政策价值是教育政策理论与实践最根本、最核心的问题。近年来我国制定和实施的一系列教育政策还存在着诸多问题,而造成这些问题的一个重要原因是,我国尚缺乏对教育政策价值观的思考。从主体需要来说,我国未来的教育政策要重视其直接利益相应人的利益;要适当扩大教育政策制定、执行和评价主体的范围;要重视共同利益、长远利益、弱势利益和未得利益,做到共同利益与政治利益、长远利益与眼前利益、强势利益与弱势利益、既得利益与未得利益兼顾。从客体属性来说,我国未来的教育政策要重视其公共性,做到政治性与公共性的统一;要提升教育政策的合理性,做到合法性与合理性具体的、历史的统一;要加强教育政策的协调功能,做到管理功能与协调功能并重。从效应关系来看,我国未来的教育政策要提升其内在价值,做到外在价值与内在价值的统一;要重视教育政策应然价值,做到实然价值与应然价值的统一;要重视教育政策的隐性价值,做到显性价值与隐性价值的统一。  相似文献   

人的需要是社会历史发展的动因   总被引：2，自引：0，他引：2  

苑一博 《内蒙古大学学报(人文社会科学版)》2002,34(5):83-89

人总是“社会的人”,人有种种需要,这既是人的本性,也是一种客观范畴。人的需要是社会历史发展的初始动因,劳动是满足人的需要的惟一手段,要想推动社会的发展,必须通过建立合法的社会条件,去激发社会成员将自身的需要转化为劳动创造活动。  相似文献   

新时代背景下我国特殊教育事业发展需求分析--基于2016-2019年全国两会特殊教育提案的文本分析     

敖勇前  刘璞  王庭照 《中国特殊教育》2020,(3):14-22

从我国的基本国情来看,教育政策不仅是政府有序开展教育工作的重要手段,也是推动教育事业快速发展的有力保障。全国两会是人民参与政治生活、推动国家决策科学化的主要平台。全国两会代表所提交的教育提案内容反映了民众教育需求的变化,并且在一定程度上推动人民意愿向政策性、制度性保障的转化。21世纪以来我国特殊教育事业呈现出快速发展的良好势头,但距新时代党和国家提出的"办好特殊教育"目标仍有一定差距。文章采用文本分析方法,运用语义网络分析技术,对2016-2019年全国两会特殊教育提案的答复文本进行分析,厘清了我国特殊教育事业发展的三大热点话题及其核心思想,就对三大热点话题的发展思路提出了相关建议。  相似文献   

Global Self-Worth among Adolescents: The Role of Basic Psychological Need Satisfaction in Physical Education     

Irina Burchard Erdvik  Tommy Haugen  Andreas Ivarsson  Reidar Säfvenbom 《Scandinavian Journal of Educational Research》2020,64(5):768-781

ABSTRACT

Global self-worth is important for healthy development and learning, and is therefore highlighted as a major aim in the Norwegian physical education (PE) curriculum. Based on prior research this study aimed to assess potential differences in global self-worth and contextual basic need satisfaction among 2854 adolescents (47.5% boys, 52.5% girls, ages 13 and 16) participating in different movement contexts, and to determine whether basic need satisfaction in PE relates to global self-worth. Structural equation modeling analyses indicate that basic need satisfaction in PE relates significantly to global self-worth. However, adolescents who do not participate in movement contexts outside school report significantly lower basic need satisfaction in PE compared to their sports-active peers, and could possibly therefore experience reduced global self-worth development through PE. Findings support research showing that sports active youth reap most of the bene?ts of PE, and thus, that PE violates the principles of equal education.  相似文献   

Additional support needs policy in Scotland: challenging or reinforcing social inequality?     

Sheila Riddell  Elisabet Weedon 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):496-512

ABSTRACT

This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma.  相似文献   

探析读者心理 做好服务工作     

魏韵琴  王秀云 《新乡师范高等专科学校学报》2005,19(1):150-151

图书馆工作的中心任务是读者工作,要想做好读者工作,就必须探讨读者心理。本文重点阐述了读者在阅读过程中的阅读需要、阅读动机、阅读兴趣。这些内容属于读者个性心理倾向的一部分。通过对读者心理理论的探讨,在实践中尽可能做到有的放矢地为读者服务。  相似文献   

How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation     

Ewald Kiel  Ulrich Heimlich  Reinhard Markowetz  Annika Braun 《欧洲特需教育杂志》2016,31(2):202-219

The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools, SETs leave their profession at a higher rate. For this reason, the study focuses on so-called dysfunctional cognitions, which might increase stress in strenuous occupational situations and which have long-term harmful effects on health. The construct of dysfunctional cognitions is supposed to be a basis for developing supportive measures for teacher students with low stress tolerance. In the framework of the present study located in the German educational system, teacher students (N = 333) from the special needs areas, including learning disability, mental disability, emotional/social disorders and sensory disabilities (hearing impairment, or speech or language disorders), are taken into account. A hierarchical cluster analysis and a discriminant analysis were used to identify four different clusters: Cluster 1 shows the lowest attitude level of equally all dysfunctional cognitions. Clusters 2 and 3 are characterised by higher degrees, especially of ‘dependency’, ‘internalisation of failure’ and ‘personal standards (perfectionism)’. The fourth profile indicates the highest degree of the dysfunctional cognitions. Lower levels of dysfunctional cognitions (with the exception of perfectionism) occur together with a higher expectation of self-efficacy. No cluster applies for all teacher students of one specific special needs area. Prospective teachers in the area of mental disability are overrepresented in cluster 3, with a high level of internalisation of failure and dependency. Teacher students in the area of emotional/social disorders belong, to a considerable degree, to the ‘risk’ cluster. The profiles are used to develop measures for those teacher students who may experience difficulties in stressful occupational situations. Therefore, these student teachers need to be closely supported through additional intensive training elements and balanced career counselling.  相似文献   

论继续教育与构建和谐社会的关系     

黄守全  罗夕淼 《继续教育研究》2006,(5):7-9

文章从以下三个方面论述了继续教育与构建和谐社会中的关系:继续教育是教育公平一种表现;继续教育可以提高国民素质;继续教育能够优化人力资源市场。三者都能够从一定程度上促进社会和谐。  相似文献   

实施"一村一名大学生计划"试点的思考   总被引：2，自引：0，他引：2  

陈金龙 《江苏广播电视大学学报》2005,16(5):32-34

电大通过实施“一村一名大学生计划”点开展农村现代远程教育,首先要转变观念,充分认识“试点”在电大可持续发展中的作用;其次,实现现代远程教育与农村的零距离,要办好学习点、解决农村学生“学得起”的问题,专业设置要满足农村人口多样化的学习需求.  相似文献   

Peer perceptions of students receiving pull-out services in elementary school: A multi-age study     

Katherine K. Rose  Denaye Barahona  Joel Muro 《International Journal of Inclusive Education》2017,21(4):376-388

This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli’s[1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of most liked (ML) and least liked (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed.  相似文献