抗战时期陕甘宁边区的国民教育

陕甘宁边区的教育经历了曲折的探索过程,从旧教育模式到创立自己的教育模式,由强迫教育到尊重群众的自愿与需要,由包办到民办公助,形成了具有鲜明时代特色的教育体制。、国民教育培养出的毕业生成为社会的有用之才,提高了陕甘宁边区文化程度,培养了大量专门人才。抗战时期陕甘宁边区的教育从抗战的环境和边区的实际出发,坚持教育同抗战、同社会、同生产劳动相结合的方针,为抗战培养人才,消除了群众中的文盲、迷信、不卫生的习惯,解决了群众生产和生活中的实际问题,既推动了边区教育事业的发展,也但排了边区经济、社会的进步,为抗战作出了重要贡献。     

我国教师资格制度的法制化进程

自 1 986年起 ,我国教师资格制度开始由以行政命令、政策规定的弱强制性程度阶段向法令规定的高强制性程度转向 ,即开始了法制化的进程。先后经历了教师资格制度法制规范初步建立阶段 ( 1 986— 1 993年 ) ,教师资格制度的法制规范完善阶段 ( 1 993— 2 0 0 0年 ) ,2 0 0 0年 9月 2 3日 ,我国颁发了《〈教师资格条例〉实施办法》 ,它的出台标志着我国建立起一整套教师资格制度的法制规范体系 ,标志着较为完备的教师资格制度的确立。通过对这一过程的考察 ,有助于增强对我国教师资格制度法制化进程的特点和精神实质的理解 ,从而增强我们依法治教、依法治师的自觉意识。     

Indonesian Language Education in Australia: Politics,Policies and Responses

This paper takes an interdisciplinary approach to the history and politics of the development of Indonesian language studies within Australia. It examines the effect on Indonesian language education of government policies such as the National Asian Languages and Studies in Australian Schools (NALSAS) strategy, and responses developed by Indonesian language educators at the tertiary level. It suggests that, in order to achieve a more complete understanding of such issues as changes in the popularity of Indonesian language studies at the tertiary level, or the development of language education per se, it is necessary to broaden the frame of reference to include not only national policies but also politics. The impact of ideological, social, political, national and international frameworks also needs to be considered. Stakeholders may be able to effect improvements if the academic sector and government bodies identify and consciously pursue common goals, notably through a critique of the status of language teachers and continuous, collaborative consultation between the stakeholders on planning and problem solving.     

和谐社会中的师德建设

和谐社会是一个系统工程,和谐社会的核心问题是道德问题。教师是人类灵魂的工程师,高尚的师德对全社会思想道德建设具有引领作用。     

Not nearly enough geography! University provision for England’s pre-service primary teachers

Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5–11 year olds to be “generalists” who teach the full range of curriculum subjects, including geography. This article identifies that the provision of teaching time for geography is low and declining in England’s primary ITE courses. It presents a picture which may not seem dissimilar in other parts of the world. With only about half of pre-service primary teachers in England having studied geography after age 14, their subject knowledge appears weak. University-based ITE subject sessions rarely extend beyond introducing them to England’s primary geography requirements and to some approaches to teaching geography. Prospective primary teachers observe and teach limited, if any, geography in primary schools. Developing their geographical understanding and teaching capability is highly challenging for tutors. There are concerns that the current situation may well decline further. Encouragement exists to develop geography provision in primary ITE but the opportunities to achieve this appear increasingly constrained as the pre-service environment moves from university-led to school-led provision. International comparative research is essential to understand better pre-service primary teachers’ learning to teach geography.     

国民党引入军队政工制度原因考

俄共十月革命后建立的”以党领军”的统军制度,为孙中山重新考量”以主义集合”军队提供了鲜活的参照物。受俄共政治工作的启发,孙中山1921—1922年特别注重对官兵进行政治教育。1922年6月,陈炯明的背叛说明,孙中山的政治工作观念存在致命缺陷。在苏俄的引导下,孙中山决心由党建军,1923年8月,以蒋介石为首的考察团赴俄。此次考察对国民党创建黄埔军校、改党建军,影响巨大。苏俄红军的政工制度成为国民党进行政治工作的模本,党代表制与政治部制是政工制度的两大组成部分。     

UK/US teacher exchange scheme

Statistical Methods for Geographers

W. A. V. Clark &; P. L. Hosking, 1986

New York, Wiley

x+518 pp., £10.25

Statistics in Geography, 2nd edn.

David Ebdon, 1985

Oxford, Blackwell

viii+232 pp., £8.50

Statistical Techniques in Geographical Analysis

Gareth Shaw &; Dennis Wheeler, 1985

Chichester, Wiley

xiii+364pp., £4.00

Introductory Spatial Analysis

David Unwin, 1981

London, Methuen

xii+212 pp., £10.00

Introduction to Statistics for Geographers and Earth Scientists

R. B. G. Williams, 1984

Basingstoke, Macmillan

viii+348 pp., £7.95     

浅析高中班主任老师与学生和谐关系的建立

班主任与学生的关系成为了学校教育中最主要的关系,从某种程度上来讲,班主任老师与学生关系的好坏直接反应了班级文化建设的优劣,甚至直接决定班级建设的成败。     

Cause analysis of meager salaries of Sichuan primary school teachers in the 1930s

This paper aims to investigate the phenomenon wherein primary school teachers in Sichuan received low salaries in the 1930s. Compared with other professions among either physical or nonphysical jobs, primary school teachers had lower salaries, which were often paid in arrears and deducted. The main causes were instability, mismanagement, and an unbalanced distribution of education funds. __________ Translated from the Journal of Sichuan Normal University (Social Science Edition), 2004: 2     

Citizens of Empire: Education and Teacher Exchanges in Canada and the Commonwealth, 1910–40

This article examines how one group of actors actively infused education, citizenship and Canada’s international relationships with a sense of empire in the first third of the twentieth century. Making use of archival and published sources from collections in Canada and Britain, it focuses in particular on imperial citizenship teaching in Canadian schools, a number of education conferences held in the United Kingdom and the exchanges of elementary and high school teachers and school inspectors between commonwealth countries. In this period, politicians and bureaucrats in Canada and other dominions actively connected their education systems to an imperial network at the very moment that others were striving to attain more economic and political autonomy from the British government. Education came to occupy a significant cultural space alongside the trade agreements and constitutional changes that slowly recalibrated the nature of the British imperial system in the interwar period. Imperial education projects were an important feature of the cultural politics of a fading empire, but they were driven by actors in both the imperial centre and the self-governing dominions. This article argues that between 1910 and 1940 teachers and politicians in Canada drew on an international support network, actively fostered new ideas of citizenship, and strove to assert the country’s belonging in the British Empire.