论孔子的素质教育思想

孔子的教育对象观、教育目标观、教育方法观以及他的因材施教的教育实践,都体现出素质教育的特征,我们应当重视并借鉴,以便更好地为我们今天的素质教育服务。     

大学生德育实践活动的审美转化

德育的过程是一个蕴涵美、展示美、发现美、实现美和创造美的过程。德育实践活动应当不断引导大学生去感知、体验和领悟德育过程各个环节中的美感,从而建立真正综合性、系列性、多功能的审美化的德育实践活动。     

新泽西州高质量阿博特学前教育项目及其政策启示

在追求公平与质量的学前教育时代背景下,推动大型公共学前教育项目以保障弱势儿童群体的受教育权是政府的应尽责任和重要任务。当前我国公共学前教育项目正处于起步阶段,可多方借鉴有效学前教育项目的国际经验。本研究以新泽西州阿博特学前教育项目（Abbott Preschool Program）这一被公认为高效能的项目为对象,重点探讨了该项目在政策保障与政府执行、财政投入与供给模式、多层质量标准体系、高标准教师队伍以及监测系统构建等方面的核心举措,总结了该项目的中短期成效和问题反思,并结合当前我国学前教育项目的实施现状,从支持保障系统、质量提升系统、项目设计核心要素等方面提出了相应政策建议。     

An evaluation of stakeholder capacity in the implementation of millenium village primary school meal project

The paper focused on evaluation of stakeholder capacity to implement the millennium village primary school meal project in Kenya. The study which was anchored on the stakeholder theory as well as the Context Input Process Product (CIPP) model of evaluation used mixed methods research design with ex-post facto and case study as its two research elements. The mixed methods was adopted because when both qualitative and quantitative approaches are used in a single study, the strengths of both produce a research synergy in which the collective benefits are greater than what is obtained from either approach when used alone. A sample size of 186 participants was selected from seven (7) primary schools using stratified random sampling. The participants selected purposively included pupils, teachers, head teachers, parents, Area Education Officer (AEO) and project staff. Data was collected using questionnaires, face to face interview guide, Focus Group Discussion (FGD) and document analysis guide. The study findings indicated that the project was implemented with great success as indicated by stakeholders’ capacity to understand project objectives, their involvement in project planning and implementation and their positive attitude towards the project. This has contribute to poverty reduction in the community through the project and sustainable approaches for project implementation.     

Factors That Impact a Social Worker's Capacity to Supervise a Student

With sector constraints and higher education economic imperatives increasingly impacting the provision of social work field education, university programs lack an understanding of the factors that enable or prohibit field educators’ capacity to provide placements. Despite the significance of field education in the curriculum, it remains unclear what the experiences and motivations of field educators are to provide universities with student placements. This research addresses this gap through surveying 101 field educators that attended statewide Victorian field education training. Results indicated that although field educators recognised the benefits of supervising students, workload relief, additional training, and further student placement preparation by the university were emphasised as the primary factors that would enable them to respond positively to placement requests. Payments for placements did not necessarily ameliorate these issues nor guarantee the provision of more placements. The implications of these findings for universities and the field are discussed.     

Developing critical and empathic capabilities in intercultural education through the VaKE approach

One of the core goals of intercultural education is to develop critical and empathic reflection on social justice, particularly as related to humanistic choices and how individuals can counteract exclusion. The present article analyses the Values and Knowledge Education (VaKE) approach, which is aimed at raising awareness about implicit value-oriented priorities in decision-making. Through the Human Development and Capability Approach, the applicability of VaKE’s didactic principles is analysed in relation to young people’s perspectives on resettlement in Europe. The VaKE method was used at a 2013 summer camp in Austria with a culturally diverse group of young Europeans who were presented with a dilemma story that highlighted the complex issue of providing assistance to asylum seekers. The participants engaged in various knowledge and moral viability checks that enabled them to engage with opposing arguments. The participants evidenced critical reflection and self-scrutiny, as well as affiliation and empathic imagination, regarding problems that are encountered by asylum seekers.     

当代影视艺术教育与和谐社会建设

影视艺术作为媒介的教育,在当代建设和谐社会的过程中,因其具有丰富和生动内容,真实感人效果而显示了极为重要的价值和作用。和谐的社会需要健康完善的伦理道德结构,情感的呼唤,真情的呼唤,人情的呼唤,感情的呼唤,公德的呼唤,奉献精神的呼唤,崇高意识的培养等,在影视艺术作品中展现,成为最有活力的教育形式。     

对大学生加强社会危机事件教育的思考

突发性的社会危机事件是当今世界各国普遍面临的问题,我国也不例外,从罕见雪灾到汶川特大地震;从举国震惊的“毒奶粉”、“溃坝”,到歌舞厅大火、煤矿事故等。频发的社会危机事件给全国上下造成巨大的影响。如何及时有效地加强对青年大学生社会危机事件教育,是高校思想教育工作者面临的重大挑战。     

技能立国——澳大利亚职业教育培训发展的新理念

澳大利亚在建立现代职业教育培训制度的过程中,不断总结经验教训,逐步确立了"技能立国"的先进理念.其内涵包括:政府在发展职业教育培训中的统一协调作用;企业界在发展职业教育培训过程中的主导作用;受培训者在培训活动中的自主权;注重质量、效能、统一、公平、灵活的培训原则;等等.     

小学环境教育校本课程的开发与设计——以鞍山市二一九小学为例

环境教育是现代教育改革的重要理念,旨在引领学生体验人与自然的关系,提高环境保护的意识,学习解决和避免环境问题的方法,来提高生活质量。环境教育能够帮助学生学习许多知识和技能,形成能力和价值观,理解持续保护地球资源的义务和保持环境质量的责任。研究团队通过辽宁省鞍山市二一九小学开发和设计环境教育校本课程的过程,实现环境教育的目标,开发系列环境教育内容,针对不同年级学生认知特点,形成独立的学习主题,进行有效的环境教育学习。