我国基础教育课程整合相关研究的现状与展望

我国基础教育课程整合相关研究在国家政策的指导下,表现出明显的阶段性特征,本文将我国基础教育课程整合30余年的相关研究分为兴起阶段、发展阶段和提升阶段。三个阶段的理论研究分别在传统教育理念、素质教育理念、核心素养理念的指导下展开,研究焦点环环相扣,不断深入;实践探索从课程整合作为内容组织方法、课程开发方式发展到课程理念,不断深化提升。本文在对相关研究深入分析的基础上,提出研究建议与展望。     

高中历史教学与劳动教育的融合策略探究

劳动教育是完善我国教育体系,实现我国教育根本任务的重要内容和关键举措。将劳动教育融入历史教学中,是时代发展和我国教育事业建设的要求。为适应这一趋势,作为历史教师要深入研究高中历史课程标准,把握政策指向,有意识地在课堂教学中落实劳动教育目标,以培育学生的劳动素养和新时代劳动观,促使其全面协调发展。     

论“义以为上”的价值根由——基于宋明儒家的视域

讲天道、重义理是中国道德文化的重要特质。宋明儒家以天为本,通过天人合一的义理构思方式来说明道德价值的合理性,这尤其体现在对“义以为上”价值原则的辩护中。他们从天人相通、天人相别、天人相宜的角度出发,集中论说了“义以为上”的道德形上根据、内在根据以及实践根据,展现了以公正为内涵、以中和为基础、以道德实践为归宿的道义原则,彰显了中国道德文化的义理特色。     

论先秦儒家心性论发展的天命线索

心性论发源于原始宗教,其源头可追溯至商初,而西周的天命观则明确了道德教化的天命依据（此即“德命观”）。周人的立国叙事中隐含着其天命观的两个重要分支：一为文、武受命,为“人为论”之渊薮;一为太王、王季受命,为“天意论”之理论根源。两者均承认天命的道德性,信奉善恶报应,坚持德福一致;其区别在于前者认为从善或作恶取决于人自身,而后者则认为心性的善恶由天而定。但自西周晚期起,“人为论”逐步沉寂,“天意论”日渐兴起。“天意论”的理论延伸是为“命定论”,孔子的天命观可为其代表,不过,孔子“圣人”神话的破灭却促使儒家德命观向“时命观”转化,而儒家的道德哲学也因此摆脱了功利主义的藩篱,进而获得独立性与自足性。     

A Comparative International Analysis of Religion and Spirituality in Social Work: A Survey of UK and US Social Workers

As service populations have changed, the social work profession in the UK and the US has attempted to respond to the needs of diverse cultures, which often include issues of religion and spirituality. This can be problematic, however, due to the extrication of religious and spiritual concerns from the public social services that resulted from the process of secularization. Members of the British Association of Social Workers (BASW) and the National Association of Social Workers (NASW) in the US were sampled to explore the attitudes and perceptions of social workers regarding the placement of religion and spirituality in practice and education. In general, US social workers in this sample were more accepting of religion and spirituality than their UK counterparts, even among those respondents who expressed non‐religious world views (e.g. atheism). A majority of the respondents in the UK (76%) and the US (73%) indicated that their training programs lacked content on religion and spirituality. In the UK, 57% of the respondents believed that social workers should increase their knowledge on spirituality, compared with 90% of the US respondents. The lower level of acceptance of religion and spirituality among UK social workers may be related to higher levels of secularism in UK society.     

The Group Method in Supervising Students

This paper describes the group method of using the student unit group as an educational system and a mutual aid system. It goes on to describe four phases in the life of the group, some group building roles of the instructor, the practice methods I use, and concludes with looking at the advantages and disadvantages of using the group method of supervision.     

试论儒家人文精神的现代教育价值

本文首先阐述了儒家人文精神的主要内容 ,然后论述了儒家人文精神的这些主要内容在道德、行为、文化和心理等方面的现代的教育价值。     

Developing a researcher-practitioner partnership for the effective evaluation of professional social work training

This paper reports on the development and operationalisation of a partnership between researchers at the Centre for Child Care Research at Queens University, Belfast and the Southern Health and Social Services Board Training Unit to undertake an evaluation of the Children (NI) Order Training Programme. The concept of partnership and its application to researcher-practitioner relationships is discussed. The stages of development of the partnership between the Training Unit and the researchers, and the outcomes achieved from this partnership, are described. The similarities and differences between the partnership approach developed by the CCCR and the SHSSB are highlighted. The potential benefit of this approach for other researchers and practitioners seeking to develop such links is presented.     

“向死而生”:先秦儒道哲学立论方式辨正——兼与海德格尔的“为死而在”比较

以孔子、庄子为代表的先秦儒道哲学的立论方式是"向死而生",即面对鬼神的不可靠、不可知,在实用理性的观照下,以彻底的悲剧意识为动力,建立起超越生死的哲学体系。"未知生,焉知死",将鬼神、死亡等只能在理论上悬置的问题在践行中加以解决,斩断了鬼神、死亡与人的价值建立之间的联系;"朝闻道,夕死可矣"将人的全部价值限定于"闻道",从而超越了死亡;"不怨天,不尤人",剪除了外在因素,建立起人的自足性;"不知命,无以为君子也",把人的目的最终着落在虚灵的"天命"上;"至人无己,神人无功,圣人无名",是面对人的有限性建立起的审美人生。这些都是在"哲学突破"时期先秦思想面对理性的限度时做出的"向死而生"的转向,与海德格尔的"为死而在"形成鲜明的对比。     

利益相关群体视角中的流动儿童学校教育

基于对A市指定招收流动儿童的两所公办学校的调查,分析了流动儿童学校教育中利益相关群体的生存状况及利益诉求。研究发现,流动儿童教育中存在着学校、教师、家长和儿童等不同利益群体,要彻底解决流动儿童教育中存在的问题,不仅要考虑流动儿童的利益,还需要考虑相关群体的利益。