开展远程教育的必要性

开展现代远程教育是经济和社会发展的要求。现代远程教育将信息技术融于教育教程,可以全方位地为各类社会成员提供教育服务,填补传统教育的不足和空白,是提高国民素质促进经济发展和社会进步的重要推动力之一。本文针对开展远程教育的必要性和重要性提出了一些作者的看法。     

浅谈加强学校管理的几点体会

以新形势下学校教育管理的意义为基础,提出了加强教育管理的方法和途径。教育从本质上来说是一种培养人的活动,教育管理是教育的重要组成部分,一定程度上又为教育目标的实现提供保证。     

Learning to think the past: Heritage,identity and state education in Wales

Abstract

Despite its problematic nature, the term Celtic is often linked with Wales and its history. Commonly regarded as a Celtic nation, the concept has been used to engender a sense of identity and also a sense of difference between Wales and other parts of the British Isles, particularly with England. As the national curriculum has been adapted to the needs of schools in Wales, some of these aims and objectives have been made explicit in many parts of the syllabus. Heritage sites in Wales also relate their history and present archaeology to a Celtic past and a case study of a specific site in Pembrokeshire is used to exemplify this approach. There is evidence that children find these portrayals of their past, as contained in the teaching in schools and site visits, interesting and informative. The dangers lie in the over‐simplification of the contested concept of Celticity and in the shortage of good evaluative assessments of these learning to think approaches.     

唐代科举与历史教育

唐代统治者十分重视总结、借鉴历史经验,并自觉地将其运用到治理国家的政治实践中,确立了以经史为主要内容的科举考试制度。唐代科举考试中历史内容十分丰富,极大地促进了历史教育的传播,推动了历史教育的发展,对当前历史教育的开展具有一定的借鉴意义。     

Learning to be a man: public schooling and apprenticeship in late medieval Manosque

This article looks at teachers' contracts and apprenticeship contracts from the Provençal town of Manosque. It argues that, in late medieval Manosque, education was institutionalised and gendered. Manosquin society implemented formal systems in order to inculcate a particular type of masculine identity. This identity, a function of the growing burgher class of townsmen, was driven by rapid urban expansion, economics, and secularisation. This article demonstrates how gender acquisition took place. It also explores in detail the form and content of secular schooling for young boys and apprenticeship for adolescents.     

青藏高原三江源地区教育可持续发展的政府公共政策选择

新中国成立60年特别是改革开放以来,在党和政府的大力扶持下,青藏高原三江源地区的教育事业获得了前所未有的发展。但是由于地处高寒牧区,至今仍面临着非同一般教育所面临的问题和困难,这决定了该地区教育的发展要付出比内地教育更多的努力,面对更多不利因素的影响,采取更加特殊的、灵活的政策和措施。本文着重从政府公共政策层面对该地区教育的可持续发展问题进行探讨。     

从云南看近代中国边疆民族地区女学的产生及其影响

在近代中国边疆民族地区女学的兴起与发展历程中 ,西南地区的云南由于民族众多 ,毗邻英属缅甸和法属越南 ,因而女学的产生和影响具有一定的代表性和典型性。本文以中国整体为理论视角 ,探讨了近代云南女学的产生、发展及影响。认为近代云南女学兴起于 19世纪末 2 0世纪初 ,最早始于教会女学 ,云南自办女学的出现推动了女学教育的进一步发展 ,小学男女生同校及大学开放女禁使女子教育趋于完善。近代云南女学不仅培养了大批女性人才 ,还巩固了祖国西南边疆 ,加强了民族团结 ,在一定程度上促进了云南边疆民族地区传统社会的变迁。同时 ,与沿海和内地相比 ,由于受客观条件的限制 ,近代云南女学也具有起步晚、起点低、规模小、类型复杂、总体水平不高等局限。     

After the Fanfare: Education,the Lasting Legacy

Shipwrecks are resource rich. The recent Gulf of Mexico Deep Gulf Wrecks Project was meant to be shared and explored, not only by professional scientists but also by the public. The project website was the public link to the deepest reaches of the Gulf of Mexico during the scientific expedition. The website welcomed hundreds of visitors each day during the project. The audience composed of professionals and interested public followed the daily logs and videos. The overall scientific and educational data sets amassed from the project were, at times, overwhelmingly vast, but when segmented by topic, became manageable. After the fanfare generated by following along with the expedition ended, the primary project goals shifted to analysis and the creation of a lasting educational legacy. This legacy is presented digitally via the web. Project curriculum gives classrooms around the globe long-term access to the exciting scientific data. Along with the documentary film project the Deep Gulf Wrecks Project ensures that the legacy at the bottom of the Gulf of Mexico is indeed a lasting legacy.     

抗战时期民国政府的边疆教育政策

本文从“边疆教育”概念的提出、边疆教育政策的内容、边疆教育政策的施行等三个方面对民国政府的边疆教育政策进了概要探讨。认为“边疆教育”从政策层面上言是在1935年提出的,由此引发了民国政府边疆教育政策的系列变化,并制定了特殊的政策,设置了特殊的管理机构,进而对边疆教育的发展起到了一定促进作用。     

(Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany

Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words “Sustainability”, “Sustainable Development”, “Education for Sustainable Development” and “Nature-Society Studies” in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in “Human Geography”, “Geography” and teacher training programs for “academic high schools”. Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives.