Parental involvement in the development of a culture‐based school curriculum

This study focuses on parental involvement in Sámi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Sámi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three‐year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture‐based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture‐based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture‐based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture‐based school curriculum and a school practice supported by a culturally responsible teacher.     

利用专门用途英语理论（ESP）进行高职英语课程改革

大学生是祖国的未来，为国家培养宝贵人才是每个教师的重任。在我国教育改革的洪流下。一线教师应充分掌握和利用先进的教学方法和教学资源。作者盼望通过本文能够与广大教育教学工作者们进行学术交流．为国家培养更多、更优秀的人才。     

SOCIAL WORK EDUCATION: THE AVAILABILITY OF ALCOHOL‐RELATED COURSE CURRICULUM AND SOCIAL WORKERS' ABILITY TO WORK WITH PROBLEM DRINKERS

An explanatory cross‐sectional investigation was employed to assess how well masters‐level social work (MSW) programs in the State of New York prepare students for practice with problem drinkers. The following areas were explored: (1) the incorporation of alcohol‐related coursework and field placement opportunities within MSW programs; (2) the relationship between students' completion of alcohol‐related courses and field placements and their subsequent ability to diagnose clients with alcohol problems, their willingness to work with problem drinkers, and their levels of alcohol‐related knowledge; and (3) subjects' levels of alcohol‐related knowledge in relation to their diagnostic ability and their willingness to work with problem drinkers. The sample consisted of 89 MSW‐level social work practitioners, who were active members of the New York State Chapter of the National Association of Social Workers (NASW) during the fall of 2005. Fewer than 3% of the sample reported the completion of an alcohol‐related course as a mandatory degree requirement and only 29.5% of the sample acknowledged the completion of an alcohol‐related field placement. These findings suggest that a possible gap exists in what social workers are being taught and what they need to know to successfully work with problem drinkers. The findings indicate that clients with alcohol problems are at risk of going untreated due to social workers' inability to correctly diagnose them as a result of insufficient training in the area of alcohol studies.     

Tailoring a Parenting Curriculum for the Needs of Pregnant Adolescents in The Bahamas

Adolescence marks the transition from childhood into adulthood. For pregnant female adolescents, the transition is to motherhood as well as adulthood. They must not only deal with the physical and emotional changes of adolescence but learn how to become mothers. This article provides recommendations for enhancing a parenting skills curriculum for pregnant adolescents based on the research of the primary author with a cohort in an alternative school in Nassau, the Bahamas and follow-up discussions with alumni of the program.     

中国基础教育新课程的创新与教育观念转变

中国基础教育新课程在课程目标、课程结构、课程标准、课程教学、课程评价、课程管理方面都有很强的时代感 ,突出了学生创新精神和实践能力的培养 ,并由此确立了崭新的学校观、课程观、教材观、教师观、学生观、教学观、评价观等新的教育理念。     

中、美两国在20世纪50～70年代中学课程改革的比较研究

中美两国在 2 0世纪的 5 0～ 70年代间 ,对中学课程进行了频繁的改革 ,较集中的有三次 ,这些改革是第二次世界大战后很有代表性和特色的中学课程改革。分析研究中美两国这一时期课程改革的原因、理论依据、具体内容 ,在此基础上进行简要比较 ;总结两国课程改革的经验教训 ,可以清楚地看到 :中学课程的结构是随着社会发展和教育发展而不断变革的 ;课程改革与教育、社会的发展是互相作用的 ;课程改革是从教育实践中产生的一种适应人和社会发展的需要 ,有其自身的客观性基础。     

创设语言教育多元化的大学英语课程环境

社会经济发展和日益频繁的国际交往对大学英语教学提出了更高要求 ,要为学生创设语言教育多元化的大学英语课程环境 ,需要我们更新教育观念 ,合理设置课程 ,遵循语言教学本质使课堂教学动态化 ,以人文关怀全面评价学生的发展与进步 ,培养学生学习的兴趣和积极性。     

当前学校管理中亟待关注的几个问题

体现着时代精神的课程理念正深刻的影响着教育的每一个角落 ,带来了令人振奋的变化 ,其所倡导的观念、行为上的诸多转变不仅局限于教师和学生这一层面 ,作为学校的管理者必须选准新的立足点 ,本着有利于学校的可持续发展以及“以人为本”、“以校为本” ,促进“人、校”共同发展的根本宗旨 ,赋予管理新的内涵 ,创造管理新概念 ,从而进一步提高管理层次和管理效能 ,为课改的实施扫清障碍 ,保驾护航。     

布点教学法：推进新课程改革的课堂教学新方法

布点教学法是按问题解决模式 ,借助布点 (板书 )揭示教学目标 ,从而实现教学效果优化、教学质量提高的一种新的教学方法。它通过“四步操作”即阅读教材、合书布点、分层推进、策略回顾 ,实现“两个转换” ,即步骤转换———优化的自学步骤转换为教学步骤和目标转换———教师的教学目标转换为学生的学习目标 ,从而实现从与自学过程同构到与问题解决模式同构的优化     

部分发达国家师范教育课程设置述析--兼谈我国师范教育课程设置存在的问题

课程作为教学活动的一个基本要素,在培养人才的质量和规格等方面具有十分重要的意义.本文首先分析了部分发达国家在师范教育课程设置方面的特点,如注重师范生宽厚的知识底蕴,加强课程的师范性特色,注重课程体系中的实践性课程,采用多样化的课程结构与模式,等等.在此基础上,本文分析了我国师范教育课程设置中存在的不足与问题,如课程的师范性特色不明显、实践性课程薄弱、学生的知识面狭窄以及师范教育课程结构模式的不平衡性和单一性等问题,并对我国师范教育课程设置改革的措施进行了讨论.