论教师的专业自觉   总被引：4，自引：0，他引：4  

舒志定 《教师教育研究》2007,19(6):10-14

近年来,对教师专业化的研究,积累了丰富的研究成果。不过,从教师个体角度理解专业化,以及探索如何有效地改进教师专业化策略是值得关注的课题。文章认为教师专业化的实质是教师专业自觉,研究教师专业自觉是研究教师专业化策略的前提。  相似文献   

网络环境下大学英语自主学习的效果分析     

孙迎红 《湖北广播电视大学学报》2008,28(9):133-134

本文以江西一所师范大学二年级非英语专业学生共100人为研究对象,调查学生在网络环境下大学英语自主学习活动的效果及网络资源利用情况。通过问卷调查的方式,结果显示：（1）学生普遍接受网络环境下大学英语自主学习这一新模式;（2）但是学生感觉到自主学习能力不足,意愿和动力不强,自主学习的效果也不理想。  相似文献   

民族区域自治在新疆的实践和完善   总被引：1，自引：0，他引：1  

邓娟 《新疆教育学院学报》2005,21(3):106-108

民族区域自治在新疆的建设实践已走过半个世纪，取得了令人瞩目的成就和许多成功经验，同时作为一项政策，它需要不断完善才能更好地发挥其积极作用，本文主要探讨了民族区域自治在新疆取得成绩和其实践过程中存在的一些问题。  相似文献   

重构大学英语视听说自主学习模式的探讨     

刘盛华  郑友阶 《成都教育学院学报》2007,21(11):43-44,48

大学英语视听说自主学习模式是建构主义和计算机技术的结合的产物.目前的网络管理平台无法体现建构主义情景中的"协作"和"会话"因素,同时计算机网络技术效能没有完全体现.探讨对目前模式的重构,可以从完善建构主义学习环境和监管体系和评估机制着手.  相似文献   

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways     

Hyungshim Jang  Marc Halusic 《Journal of Experimental Education》2016,84(4):686-701

We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning.  相似文献   

Explaining the Success of the World’s Leading Education Systems: The Case of Singapore     

Clive Dimmock 《British Journal of Educational Studies》2016,64(2):161-184

International comparative data on student performance has led McKinsey&Company, among others, to suggest that education systems will inexorably converge in their developmental trajectories with principals and schools enjoying more autonomy. This article challenges these assumptions through referencing Singapore where schools and professionals are still tightly controlled in key resources, curricula and assessment, and where other key factors contribute to its success – thereby evidencing multiple pathways to success.  相似文献   

Communists,Humboldtians, neoliberals and dissidents: or the path to a post-communist homo oeconomicus     

Ondrej Kascak 《教育政策杂志》2017,32(2):159-175

The neoliberalisation of higher education in post-communist central and eastern Europe, the new EU member states, is not seen as being distinct. Implementation of the Bologna Process and Lisbon Strategy means it has become part of the competitive global sphere of higher education. The transformation of post-communist higher education has attracted little attention, but it is in fact an example of an unprecedented radical 25 year-long transformation: from centralised non-research-orientated communist policy to the radical autonomous Humboldtian environment that emerged after the fall of communism to a strong European neoliberalisation. This article highlights not only the gradual and unique nature of these processes but also shows how they have merged to form the current neoliberalist hybrid. Focusing primarily on former Czecho-Slovakia and the subsequent Slovak and Czech Republics, it details the education policy strategies and initiatives that have contributed to this process. By examining the new educational policy framework at a Slovak university, it shows how Humboldtian culture encountered neoliberal culture: a distinct feature of post-communist neoliberalisation. It is suggested that the Slovak and Czech implementation of neoliberalism has not proved immune to forms of governance similar to those found under communism; rather the two have fused together.  相似文献   

论世界一流大学建设的中国道路——国家行动与大学自主办学的耦合     

林杰  洪晓楠 《大学教育科学》2020,(2):26-32

世界一流大学的建设道路,具有由大学运行与发展的共同逻辑和基本规律决定的共性,也具有由大学运行与发展的生活环境和影响因素决定的个性,呈现出以共性与个性辩证统一为基础的多样性。中国特色世界一流大学建设走中国道路,既有理论层面的可能性,又有现实层面的必要性,还有实践层面的现实性,即具有合目的性与合规律性的必然性。中国特色世界一流大学建设走中国道路,既离不开作为战略规划、制度供给、资源配置、考核评价、监督管理以及信息服务主体的国家的强力推动、顶层设计以及统筹谋划,也离不开作为基层行动主体的大学的自主探索、自觉行动以及自发建构,即要走国家行动与大学自主办学耦合之路。  相似文献   

A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality     

Cecilie Rønning Haugen 《教育政策杂志》2019,34(1):133-152

Internationally, the autonomy of schools and teachers is under pressure. In Norway, recent policies emphasise output control through national testing, combined with holding schools and teachers accountable for students’ results. Whereas recent research documents that the autonomy of schools and teachers is weakening in Oslo, there is little research on the rural parts of Norway. Recent political intentions aim to improve the results by establishing a better learning environment and classroom management. These intentions are related to the regulative discourse, ‘the rules of social order’, which is crucial to control as it dominates the instructional discourse. Two different projects were implemented in a rural municipality. Analysing their positions on three levels (author, actor and identity) this study finds considerable autonomy from the state in the pedagogic recontextualising field. However, this autonomy may be fragile as the teachers seem to have surrendered personal values. If teachers are disciplined, then the state may effectively reduce the potential discursive gap by reducing the autonomy of key agents in education. Investigating teachers’ rationalisations is imperative if we are to understand the relations between interests, ideology and class, and thereby the potential for autonomy in the recontextualising field in a performativity culture.  相似文献   

论外语教学中学生自主学习能力的培养     

施慧英  赵建华 《宁波教育学院学报》2005,7(1):49-52

随着终身学习思想的提出和语言教学的日趋交际化,促进学生的自主学习已成为近二十年来外语教学界关注的热门话题。文章探讨了自主学习的内涵及倡导自主学习的必要性,并在外语教学中如何培养学生的自主学习能力进行了有益探索。  相似文献