21世纪中小学校长素质浅谈

中小学校长是完成我国“十五”教育发展重点这一历史任务的中坚力量,他们的整体素质与工作状态直接影响我国基础教育的改革与发展。因此应当围绕新世纪中小学校长应具备的素质提出构想。     

论中外合作制学校的特征、优势与改进——基于新制度经济学视角

目前我国民办学校发展规模较大,其中中外合作制学校有较大的影响。为了研究民办学校的发展规律,本文从《中华人民共和国合作办学条例》分析入手,主要论述了中外合作制学校的主要特征、比较优势、主要问题以及中外合作制学校的改进关键。     

南朝中央官学探微

纵观中国古代历史长河,南朝时期既承受着外部胡马临江而日益加剧的民族矛盾,又面临着统治集团内部渐趋激化的阶级矛盾。可谓是王朝兴替、兵蠡迭加、君如举棋。然而,政治的局部稳定,经济的相对繁荣,再加上有识君主的提倡,从教育体制方面来看,南朝较之两晋有着长足的发展。尤其在刘宋和萧梁时期,由于政权的相对稳定,中央官学呈现出多样发展的形式。不仅有国学,还创建了学馆,更有专门形式的教育。     

Parental advice to preadolescent bystanders about how to intervene during bullying differs by form of bullying

The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying.     

电子校务在地方高校考务管理中的应用现状及对策

电子校务是国家电子政务建设的重要组成部分,是学校应用现代信息化通信技术、借助互联网对管理和服务进行的优化和创新,电子校务在高校中的应用虽然取得了一定的成效,作为教务管理模块中的考务管理却鲜有被涉及。课程考试是我国高校教务管理工作中的一项重要工作,考务管理则是保证对学生进行有效考核的基础。因此,如何利用先进管理理念和信息化技术手段对考务管理模式进行优化,提高高校人才培养质量,已成为高校亟待研究、解决的问题。     

教育主体缺失视角下农村校园欺凌成因及治理

家庭、村庄和学校是农村学生成长过程中的三个重要教育主体,三者相辅相成共同构成农村教育主体结构。农村中小学生正是在该结构中获得成长,而农村校园欺凌事件的频发和多发则与其变化相关。农村教育主体结构的变化包括三个方面：一是家庭教育主体的缺位,表现为农村家庭隔代抚育的“不过问”逻辑;二是村庄教育主体的缺位,表现为村庄交往中的村民相互“不得罪”的逻辑;三是学校主体的缺位,表现为学校管理中官僚主义的“不出事”逻辑。这些主体行为逻辑的变化,进而带来了三者之间良性互动的阻隔,包括家庭与学校勾连的中断、村庄对学生和家庭监管的缺位,以及学校对农村社会的脱嵌。治理农村校园欺凌事件,除了法制和规范进校之外,还要搭建新型的教育主体结构,形成多元化、多主体农村校园欺凌的治理格局。     

学校与社区合作的问题与对策 ——基于攀枝花市M乡的调查

学校与社区合作是一个地区紧密结合的实践行动,是新时代学校健康发展的有效路径。学校与社区之间的合作是双向 互动的,在价值上表现为：学校对社区的教育辐射功能、文明辐射功能、经济辐射功能;社区对学校的支持功能、参与功能等。 然而许多地区社区与学校之间存在缺乏合作的主动性、学校课程与社区生活相分离、学校与社区合作缺少“因地制宜”的政策 支持等方面的现实挑战。因上述挑战,各部门应重视宣传教育,大力宣扬合作的意义与价值;学校与社区应秉承“走出去,引进 来”的合作模式,通过合作实现共同发展;政府应处理好集权与放权的关系,给予学校充分的办学自主权以促进学校与社区的 合作。     

后方法理论在民族高职院校英语教学中的应用

Kumaravadivelu教授提出的后方法理论是外语教学的最新成果,后方法理论提出的"特殊性"、"实用性"和"可能性"三个参数和十个宏观策略,启发英语教学的思维。本文试图通过后方法理论对民族高职院校英语教学的指导,使教师突破困境,理论和实践合理的互换。     

Teachers,Schools, and Academic Achievement

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within‐school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality.     

Schulentwicklung — ein kritischer Blick auf ein aktuelles Phänomen

School developmement, a critical perspective Today, everything dealing with school becomes subsumed under the keyword school development. The demand for school development is raised by two sides: on the one hand by political and social groups, on the other by schools themselves. In this way, very different ideas and demands on school development arise. School as institution and schools as highly complex organizations can’t be reformed with programs derived from economy and management methods. The legal and social context as well as school theories, organizational culture, internal structures and the self concept of teachers constitute the frame, in wich school development takes place as a continual process and whose neglect causes frustration and failure.