CAI教学中存在的问题及其解决方法

计算机辅助教学(CAI)作为一种新的教育技术,已经得到广泛应用.但作为具有深远革命性影响的事物,在实践中所表现出的诸如沟通的单向性、弱强化性以及学生所产生的依赖性等方面则具有不可忽视的负面影响,必须加以重视.如果从CAI课件制作本身、教师能动性和控制作用等方面进行改进,则可期待更好地利用这一先进技术.     

发展中国家教育的主要问题及其对策措施

第二次世界大战后，发展中国家的教育取得了重大成就，但同时也面临着一系列问 题。本文通过分析发展中国家教育中存在的主要问题，提出了发展中国家政府应当采取的对 策措施。     

Mobility,education and life trajectories: new and old migratory pathways

Travel for educational purposes, once the privilege of the upper class, has become a global mass phenomenon in recent years. This special issue examines, within different cultural and historical contexts, the close relationship between migration, education and social mobility. Adopting the perspective that education includes a broad range of formative experiences, the articles explore different educational trajectories and the local, regional and transnational relations in which they are embedded. Three key issues emerge from the analyses: firstly, the central role of temporality in terms of both the overall historical conditions and the specific biographical circumstances shaping educational opportunities; secondly, the complex agendas informing individuals’ migration and the adjustment of these agendas in the light of the vagaries of migrant life; and thirdly, the importance of migrants’ self-perception as ‘educated persons’ and the invention of new, and the maintaining of old, identities that this involves.     

The implications of ‘naming’ on Roma and Sinti right to education and social inclusion: an ethnography of education among a Sinti family network

Acknowledging the European political commitment to Roma education and the research in this field, my article deals with the experience of education of a Sinti ‘minority’ (The terms ‘minority’ and ‘majority’ will be used in this article, according to the meaning that is given to them within Anthropology and Education studies (cf.). The inverted commas are used to note that they are categories, used with the aim of a clearer explanation for the present text but not necessarily showing the complexity of the social and cultural contexts observed) in northern Italy. The study presents an interpretation of the observations collected during 21 months of ethnographic research among a Sinti family network and in a multicultural middle school, attended by their teenage children in Trent. The ethnographic interpretations point out how the languages and communication codes used within schools partly reproduce the asymmetric power relationships that exist between Roma and Sinti ‘ethnic minorities’ and the Italian so-called majority society. The process of ‘naming’ the ‘other’ plays a crucial role in this analysis, as it shows how meanings are imposed and handled in the relationship between institutions, ‘groups’ and individuals. Consequently, this process highlights the important role of anthropologists in pointing out the ‘emic’ and ‘etic’ (The concepts of ‘emic’ and ‘etic’ were coined in 1954 by the linguist Kenneth Pike and then used by anthropologists. ‘Emic’ refers to the ‘insiders’ points of view on their cultures, and ‘etic’ refers to the ‘outsiders’ accounts on cultures that are not their own) dimensions of every culture. Furthermore, the study’s methodology testifies to the author’s choice of pursuing an ‘engaged anthropology’. Finally, the relevance of the concept of propriospect will be stressed as a means to interpret educational and cultural processes in which the subjects actively take part, with particular attention to young Sinti and their peer groups.     

More willingly to school: tools for teachers to cope with linguistically diverse classrooms

Students’ lack of school success often lies in the differences between the language used at home and the ‘school language’ they are required to use at school. A framework was drawn up in which five domains are distinguished where specific problems might be located: language-internal aspects (mastery of vocabulary, grammar, etc.), literacy (reading and writing skills), interaction (interpersonal communication skills), learning (content-related organizational and studying skills), and presentation (explanatory skills). To test the (practical) viability of this framework two studies were carried out (European policy experts and secondary-school teachers). New opportunities for teacher training are addressed.     

国外民族旅游研究进展

国外对民族旅游的研究,多与人类学研究紧密结合,形成了一个完整的研究体系。综观其研究内容,主要体现在民族旅游与政治利益的关系,民族旅游的媒介作用,民族旅游的社会文化影响,艺术品的变迁、真实性体验以及可持续发展等方面。相较于国内的民族旅游研究而言,其研究领域更宽广,研究内容更全面,研究结论更深刻,更有洞察力。     

学科互动:民俗学与人类学

本文从西方民俗学、人类学学术史的脉络中梳理并探讨了民俗学与人类学的学科互动过程,揭示了人类学在不同的重要理论发展阶段上对民俗学研究的理论影响,说明了民俗学与人类学相互交织的状况.民俗学是不断运动的动态发展过程,理应结合人类学理论来研究不断产生的民俗事象.     

生态人类学及其在中国的发展

文章评述了生态人类学的学科发展历程及其在中国的发展状况,分析了生态人类学在中国的发展前景和面临的问题,并提出了初步的看法。     

民族心理研究中文化偏差的克服:向文化人类学借鉴

民族心理研究机械照搬经典科学心理学范式,容易导致文化偏差。文化人类学研究获得的心理知识表明,人类各民族的心理有相似性和差异性,心理与文化有密切关联,西方范式心理学知识难以充分解释非西方文化中的心理现象。民族心理研究中,应借鉴人类学理念和方法,以克服文化偏差。     

北方渔猎民族物候历的人类学阐释

本文运用人类学调查资料并结合历史文献及其他民族志材料来阐释北方渔猎民族的物候历,并进而探讨人类社会历法起源问题。认为物候历起源于人类的渔猎经济文明时代,而非农耕畜牧时代。物候历是人类最原始的历法,是其他历法的基础。但其他历法产生后,物候历仍在人类生活中发挥作用。物候历是渔猎民族认识自然的文化创造和生产生活经验的总结。