艺术设计教育在综合性大学发展的空间分析

通过对艺术设计产生的历史回顾,以及艺术设计教育在我国高校的发展过程,探讨当前在综合性大学发展艺术设计教育存在的问题及前景分析。     

树立社会主义荣辱观加强大学生思想道德建设

在新的形势下,加强大学生思想道德建设是高等学校面临的一项重要课题。本文结合学习贯彻胡锦涛总书记关于社会主义荣辱观的重要讲话和教育部党组关于加强荣辱观教育的通知精神,从课堂教育主渠道、行为养成教育、校园文化建设、社会实践活动和教师表率作用等方面阐述如何进一步加强大学生思想道德建设,弘扬和树立社会主义荣辱观。     

乡村教师文化回应性教育能力的理论阐释及实践探索

文化回应性教育能力主要包括态度与责任、认识与理解、技能与实践、反思与批判四个维度,以及乡土情怀、乡土知识、文化回应性教学能力、文化回应性课程能力、文化回应性评价能力、文化回应的敏感性六要目。目前,乡村教师责任担当存在理性与感性的相互割裂、乡土知识的认知与理解较为窄化零散、文化回应性教学设计和实施流于形式、文化回应性课程资源转化有限且碎片化、文化回应性评价内容和方法单一、文化回应性反思批判的敏感性薄弱等问题。基于此,需营造滋养乡村教师情感的乡村文化生态,构建文化回应的教师教育课程教学体系,聚焦乡村教育的实践情境搭建支持体系。     

浅论人本主义教育观与全人教育

人本主义心理学被称为心理学史上的“第三思潮”,其教育观克服了行为主义教育观的局限,促进了当时美国的教育改革。在提倡“教育应促进人的全面发展”的今天,人本主义教育观仍有着现实的指导意义。     

就业优先:以"公平而有质量"的教育 在民族地区阻断贫困代际传递

“发展教育脱贫一批”是在民族地区实现共同富裕的重要方针。然而在“教育改变命运”的共识之外,布迪厄认为教育一代代地维持着对社会中下阶层的不公平的“文化再生产”理论,被一些学者应用于对我国少数民族教育的研究。如在“三区三州”等民族地区,代际间的贫困传递难以阻断,因家庭文化资本弱势而造成子女求学、求职受阻,看似可用“贫困文化的再生产”予以概括,但笔者不同意直接套用西方理论认定中国存在“教育不公平”的论述。因为我国社会实际与布氏提出“学校教育再生产社会阶层结构”观点之环境不同,有多项教育政策在切实保障着少数民族通过“教育改变命运”——当前在我国民族地区实现教育公平的主要障碍,并非 “文化再生产”的结构性阻力,而在于就业环节的阶段性困难。教育公平可分为起点、过程和结果三个环节,民族地区经多年教育扶贫,“起点”入学机会和“过程”教育质量已明显改善,而作为“结果”的就业环节亟待改善。以“就业优先”方针多渠道扩大少数民族就业,可激发内生动力、促进市场融入、巩固减贫成效和精准防控返贫,是助少数民族自主掌握教育“社会阶梯”和阻断贫困代际传递的有效路径。     

Occupational mobility and cognitive ability: A commentary on Betthäuser,Bourne and Bukodi

This commentary critiques Betthäuser, Bourne and Bukodi's (2020) paper which finds that cognitive ability does not substantially mediate class of origin effects on educational and occupational outcomes. From these results, they conclude that cognitive ability is only of minor importance for social stratification, reasserting their view of the primacy of class origins for social stratification. The central issue surrounding cognitive ability in social stratification is its effects on socioeconomic attainments vis-à-vis socioeconomic origins, not the extent that cognitive ability mediates classorigin effects. Their analytical strategy of estimating the extent that cognitive ability mediates class origineffects is misleading because: it ignores the only moderate associations of socioeconomic origins with educational and occupational outcomes; the stronger direct effects of cognitive ability; the associations of parents’ ability with their own socioeconomic attainments; and the genetic transmission of cognitive ability and other traits relevant to social stratification from parents to their children.     

Enduring not enjoying? Emotional responses to studying abroad among Danish and Chinese students

ABSTRACT

Students’ emotions during stays abroad have mainly been treated as ”culture shock”, where difficulties are interpreted as universal ”stages” towards ”adaptation”. This paper explores how students from different cultural and educational traditions experience studying abroad differently. The study presents a qualitative study of 18 Danish and Chinese students in Chinese and Danish universities and situates itself within the literature on culture shock, student emotions and study-abroad experiences. The study exposes the students’ complex emotions throughout their studies abroad and explains how these emotions relate to processes of self-formation, professional and academic development, increase or decrease in freedom, and student agency.     

The effectiveness of a group-based educational program on the self-efficacy and self-acceptance of menopausal women: A randomized controlled trial

This study aimed to assess the effectiveness of a group-based educational training on the self-efficacy and self-acceptance of Iranian menopausal women using the PRECEDE–PROCEED model. This Randomized Controlled Trial (RCT) was conducted on 80 menopausal women in the age range of 47–55 years residing in the northeast of Iran. The participants were divided randomly into a test group (n = 40) and a control group (n = 40). We found that designing and implementation of a group-based educational training according to the PRECEDE–PROCEED model can significantly enhance the knowledge and performance of the test group with regard to self-efficacy and self-acceptance.     

Mainstream is not for all: the educational experiences of autistic young people

Abstract

This article highlights two current issues facing autistic young people in their pursuit of suitable education. First, mainstream education is advocated for all, from a rights-based perspective on inclusion, yet, as 12 autistic young people from Northern Ireland demonstrate, being academically able does not mean they are mainstream able. Second, autistic young people, who are largely missing from the debate on educational improvement, and in particular the inclusion debate, ought to be central to this discussion and have much to add. The social model of disability is considered relevant to autism. For the young people referred to in this article, inclusion is a feeling (a sense of belonging) not a place (mainstream or otherwise).     

Children’s educational attainment,occupation, and income and their parents’ mortality

Using data from Finland, this paper contributes to a small but growing body of research regarding adult children's education, occupation, and income and their parents' mortality at ages 50+ in 1970–2007. Higher levels of children's education are associated with 30–36 per cent lower parental mortality at ages 50–75, controlling for parents' education, occupation, and income. This association is fully mediated by children's occupation and income, except for cancer mortality. Having at least one child educated in healthcare is associated with 11–16 per cent lower all-cause mortality at ages 50–75, an association that is largely driven by mortality from cardiovascular diseases. Children's higher white-collar occupation and higher income is associated with 39–46 per cent lower mortality in the fully adjusted models. At ages 75+, these associations are much smaller overall and children's schooling remains more strongly associated with mortality than children's occupation or income.