比较教育理论与方法课程纲要
TPSE 1825: Comparative Education Theory and Methodology – Autumn 2009
Purpose of the Course
This course is intended as an introduction to the field of Comparative Education, including the various academic schools that have emerged and the literature linked to such international organizations as UNESCO and the World Bank. We will also see a film entitled “Comparatively Speaking” which features presidents of the Comparative International Education Society of the USA, including three OISE professors.
The course was developed in the mid-1980s, and first taught in 1986. It has been taught at OISE fairly regularly ever since. It is can be seen as a kind of intellectual history of the field, with the different schools or approaches presented in a roughly chronological way. The intention is to trace changing approaches to Comparative Education research over time, and link debates over methodology to wider debates in the literature of the social sciences. Thus the additional readings are by no means comprehensive or detailed, but suggestive only. The roots of the course go back to the ideas and methodology of Professor Brian Holmes at the University of London Institute of Education, one of the leading figures in the development of the field. The course has been updated and changed a number of times, but the original framework and many of the core readings have been kept, in order to maintain this link to history. For later sessions that have been added in recent years, such as Session 8 on the postmodern challenge, and session 9 on globalization and comparative education, students are encouraged to explore bibliographies in books such as Crossley and Watson, Comparative and International Research in Education: Globalisation, context and difference(2003) or Arnove and Torres, Comparative Education: The Dialectic of the Global and the Local (2003).
Students are encouraged to focus their attention on such fundamental questions as the purpose of Comparative Education, the views of social change that underlie different approaches to Comparative Education and the question of what "scientific" methodology entails and whether or not it should be a goal in Comparative Education research. By the end of the course students should have developed their own critical perspective on the literature through careful reading and sustained thought and discussion.
Class Format:
Class sessions will involve brief lectures, discussion of common readings and student presentations from the additional reading list, the list of anthologies or textbooks in the field and/or related readings that have been self selected. Some discussion of plans for term papers can also be accommodated.
Evaluation:
Two short papers (400-600 words or 1-2 typed pages) should be prepared for class presentation and handed in during the term. One of them will be a reflective review of any one of the comparative
education textbooks or anthologies listed below, or a related text with the instructor?s approval, with a focus on how they present the purpose and method of comparative education. This will be due by October 20. The other will be a summary critique of an article or book chosen from the additional reading list or elsewhere, on a topic that is related to the final research paper. These short papers/reviews will make up 30% of the final mark. 70% will be based on a research paper of 3-4,000 words (15-20 typed pages). Students may choose their own topics in consultation with the instructor.
Overview of Course Themes and Topics
Introduction: The Origins and early development of Comparative education
1.The Historical Approach
2.The Positivist Approach
3.Phenomenological, Ethnographic & Narrative Approaches
4.The Problem Approach
5.The Developmental Approach: Neo-Marxism, Dependency Theory and
World Order thinking
6.Ideal Types in Comparative Education
https://www.360docs.net/doc/182570467.html,parative Education and the Postmodern Challenge
https://www.360docs.net/doc/182570467.html,parative Education and Globalization
9.International Organizations and Comparative Education
10. A Dialectical Paradigmatic Stance and Mixed Methods in
Comparative Education
11.Data Collection and Classification in Comparative Education Major Influential Books
Altbach, P., Arnove, R., and Kelly, G., (eds.), 5Emergent Issues in Education: Comparative Perspectives (Albany: State University of New York Press, 1992). See especially Part 1 "Debates and Trends in Comparative Education" by Gail Kelly.
Altbach, P. and Kelly, G., 5Education and the Colonial Experience (N.B., U.S.A. and London: Transaction Books, 1984)
Arnove, Robert F. and Torres, Carlos Alberto (eds.) 5Comparative Education: The Dialetic of the Global and the Local (Lanham, Boulder, New York and Oxford: Rowen & Littlefield Publishers Inc, 1999, second edition 2003).
Bereday, George, 5Comparative Method in Education [New York: Holt, Rinehart and Winston, 1964],
Bray, Mark, (ed.), 5Comparative Education: Continuing Traditions, New Challenges and New Paradigms (Dordrecht, London, Boston: Kluwer Publishers, 2003)
Bray, Mark, Adamson, Bob and Mason, Mark, 5Comparative Education Research: Approaches and Methods(Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2007.)
Broadfoot, Patricia, Changing educational contexts, issues and identities : 40 years of comparative education (London: Routledge, 2007).
Burns, R. and Welch, A. (eds.), 5Contemporary Perspectives in Comparative Education (New York: Garland Press, 1992).
Crossley, Michael and Watson, Keith, 5Comparative and International Research in Education: Globalisation, context and difference(London and New York: RoutledgeFalmer, 2003). Delors, Jacques et al, 5Learning: The Treasure Within (Paris: UNESCO Publishing, 1998).
F?gerlind, Ingemar and Saha, Lawrence, 5 Education and National Development: A Comparative Perspective (Oxford: Pergamon 1989).
Green, Andrew, 5Education, Globalization and the Nation State(New York: St Martin?s Press, 1997).
Gu Mingyuan, Education in China and Abroad: Perspectives from a Lifetime in Comparative Education (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001).
Halls (ed.), W. D. Comparative Education: Contemporary Issues and Trends (London: Jessica Kingsley Publishers, 1990).
Hans, Nicholas, 5Comparative Education (London: Routledge and Kegan Paul, 1967). Holmes, Brian, Comparative Education: Some Considerations of Method (London: George Allen and Unwin, 1981).
King, Edmund, Other Schools and Ours(London: Holt, Rinehart and Winston, 1973, 5th Edition). Kandel, Isaac,5 The New Era in Education(Cambridge, Mass.: Houghton and Mifflin Inc., 1955), Masemann, Vandra Lea and Welch, Anthony (eds.), 5Tradition, Modernity and Post-Modernity in Education(Amsterdam: Kluwer, 1997)
Mundy, Karen, Bickmore, Kathy, Hayhoe, Ruth, Madden, Meggan and Madjidi, Katherine, Comparative and International Education: Issues for Teachers(Toronto: Canadian Scholars Press, New York: Teachers College Press, 2008)
Noah, H. and Eckstein, M., 5Towards a Science of Comparative Education [London: MacMillan, 1969.
Paulston, Rolland, 5Social Cartography: Mapping Ways of Seeing Social and Educational Change(New York and London: Garland Publishing Inc., 2000)
Schriewer, J. and Holmes, B., 5Theories and Methods in Comparative Education (Frankfurt am Main, Bern, New York, Paris: Peter Lang, 1988).
Schriewer, Juergen, 5Discourse Formation in Comparative Education (Frankfurt: Peter Lang, 2003)
Trahar, Sheila, Narrative Research on Learning: comparative and international perspectives (Oxford: Symposium Books, 2006
Major Comparative Education Journals
Canadian and International Education (CIE),
Comparative Education Review (CER) [USA.],
Comparative Education (CE) [UK],
Compare [UK]
International Review of Education (IRE) [Europe]
Prospects (UNESCO)
Session 1: The Historical Approach to Comparative Education
Common Readings
1.Hans, Nicholas, 5Comparative Education(London: Routledge and Kegan Paul, 1967),
Chapter 1, pp. 1-16.
2.Kandel, Isaac, 5The New Era in Education(Cambridge, Mass.: Houghton and Mifflin Inc.,
1955), Chapter 1, pp. 3-18.
3.*Cummings, William, “The InstitutionS of Education,” Comparative Education Review
Vol. 43, No. 4, November, 1999, pp.
Discussion Questions:
https://www.360docs.net/doc/182570467.html,pare and contrast the way in which Hans and Kandel viewed the purposes of
Comparative Education.
2.What underlying notions of social change do you find in the historical approach to
Comparative Education?
3.Do you find any view of scientific method implicit in the historical school?
4.How has William Cummings applied a historical perspective to his suggested approach to
comparative education through what he calls “institutionalism”? How does this enable him to deal critically with many of the widely accepted views of educational convergence, and the effects of globalization on education systems?
Additional Readings
Archer, Margaret Scotford, 5Social Origins of Education Systems[Original full version, London: Sage, 1979; abridged university version, London: Sage, 1984].
Blake, David, "The Purpose and Nature of Comparative Education: The Contribution of I.L. Kandel", CE, Vol. 18, No. 1, 1982, pp. 3-13.
*Cowen, Robert, “Acting Comparatively upon the educational world: puzzles and possibilities,” in Oxford Review of Education, Vol. 32, No. 5, November, 2006, pp. 561-573.
Cremin, L. A. (ed.), The Republic and the School - Horace Mann on the Education of the Free men, Classics in Education, 1. (New York: Teachers College Press, 1957).
Durkheim, Emile, The Evolution of Educational Thought: Lectures on the Foundation and Development of Secondary in France [London: Routledge and Kegan Paul, 1977]. Eisenstadt, S.N., Tradition, Change and Modernity [New York: John Wiley and Sons, 1973].
F?gerlind, Ingemar and Saha, Lawrence, Education and National Development: A Comparative Perspective (Oxford: Pergamon 1989)
Flexner, Abraham, Universities, American, English, German [London: Oxford University Press, 1968]
Fraser, Stewart, and Brickman, William (eds.). A History of International and Comparative Education: 19th Century Documents [Illinois: Scott Foresman and Co., 1968].
Fraser, Stewart (ed.), M.A. Jullien's Plan for Comparative Education: 1816-1817. [New York: Teachers College Columbia, 1964].
Green, Andrew, Education, Globalization and the Nation State [New York: St Martin?s Press, 1997]
Green, Andrew, Education and State Formation: The Rise of Education Systems in England, France and the USA [Hampton: MacMillan, 1990].
Grier, Lynda, Achievement in Education: The Work of Michael Ernest Sadler 1885-1935 (London: Constable, 1952).
Kazamias, A. and Massialis, B., (eds.) Tradition and Change in Education: A Comparative Study. [Englewood Cliffs, N.J.: Prentice Hall Inc., 1965].
*Le Than Khoi, "Toward a General Theory of Education", CER, Vol. 30, No. 1, February, 1986, pp. 12-29.
*Mallinson, Vernon, An Introduction to the Study of Comparative Education [London: Heineman, 1975]
Monroe, Paul, Essays in Comparative Education [New York: Teachers College Columbia, 1927].
Parsons, Talcott, Societies: Evolutionary and Comparative Perspectives [Englewood Cliffs, N.J.: Prentice Hall Inc., 1966].
Ringer, Fritz, Education and Society in Modern Europe [Bloomington and London, Indiana University Press, 1979].
Rostow, W.W., The Stages of Economic Growth [Cambridge: Cambridge University Press, 1971].
M. Sadler, "How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education?" (1900) in J.H. Higginson (ed.), Selections from Michael Sadler, Studies in World Citizenship (Liverpool: Dejaal & Meyoe, 1979), pp. 48-51.
Ulich, Robert, The Education of Nations: A Comparative and Historical Perspective [Cambridge, Mass.: Harvard University Press, 1967].
Session 2: The Positivist Approach to Comparative Education
Common Readings
1.Bereday, George, Comparative Method in Education [New York: Holt, Rinehart and
Winston, 1964], Chapter 1, pp. 3-28.
2.Noah, H. and Eckstein, M., Towards a Science of Comparative Education [London:
MacMillan, 1969], Part II, pp. 85-122.
3.David Baker, Brian Goesling and Gerald Letendre, “ Socioeconomic Status, School
Quality and National Economic Development: A Cross-National Analysis of the
“Heyn eman-Loxley Effect” on Mathematics and Science Achievement, Comparative
Education Review Vol. 46, No, 3, August, 2002, pp. 291-312.
Discussion Questions:
https://www.360docs.net/doc/182570467.html,pare views on the purpose of comparative education in the two positivist
approaches to the field presented in the readings.
2. What underlying notions of social change do you find in these approaches?
3.What did Bereday mean by making comparative education "scientific"? How did
Noah and Eckstein further develop this move towards being more scientific in
method?
4.Explore the progress that has been made in the degree of precision and
sophistication in positivist scientific method by following the argument in Baker,
Goesling and Letendre. What are the benefits and limitations of this kind of
comparative study?
Additional Readings
Baker, David and LeTendre, Gerald K., National Differences, Global Similarities: World Culture and the Future of Schooling (Stanford: Stanford Social Sciences, 2005).
*Bray, Mark and Thomas, R. Murray, “Levels of Comparison in E ducational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses,” in Harvard Educational Review, Vol. 65, No. 3, Fall, 1995, pp. 472-490.
Comparative Education Review, "Special Issue on the Second IEA Study," Vol. 31, No. 1, February, 1987.
Etzioni, A. and Etzioni-Halevy, E. (eds.) Social Change: Sources, Patterns and Consequences [New York: Basic Books, 1973].
Farrell, Joseph, "The Necessity of Comparisons in the Study of Education: The Salience of Science and the Problem of Comparability", CER, Vol. 23, No. 1, February, 1979, pp. 3-16.
Gezi, Kalil (ed.), Education in Comparative and International Perspectives [New York: Holt, Rinehard and Winston, 1971]. Note seminal articles by Bereday, Noah and Eckstein, Arnold Anderson etc., in Part 1 of this selection.
Goldschmidt, Peter and Eyermann, Therese, “International Educational Performance of the United States: is there a problem that money can fix?” CE, Vo. 35, No. 1, March, 1999, pp. 27-33. Grigoenko, Elena L., “Hitting, Missing and in between: a typology of the impact of western
education on the non-western world,” in Comparative Education, Vol. 43, No. 1, February, 2007, pp. 165-186.
Husen, T., International Study of Achievement in Mathematics: A Comparative of Twelve Countries [New York: Wiley, 1971].
*Husen, Torsten and Postlethwaite, T. Neville, “A Brief History of the International Association for the Evaluation of Education,” in Assessment in Education, Vol. 3, No. 2, 1996, pp. 129-141.
Ma, Xin, “Within-School Gender Gaps in Reading, Mathematics, and Science Literacy, in Comparative Education Review, Vol. 52, No. 3, August, 2008, pp. 437-460. (Focus on PISA Research)
Nagel, Ernst, The Structure of Science [New York: Harcourt, Brace and World, 1961].
*Noah, Harold J. and Eckstein, Max, Doing Comparative Education: Three Decades of Collaboration [Hong Kong: Comparative Education Research Centre, University of Hong Kong, 1998], Chapters 18-21, pp. 179-210.
Park, Hyunjoon, “The Varied Educational Effects of Parent-Child Communication: A Comparative Study of Fourteen Countries, in Comparative Education Review, Vol. 52, No. 2, May, 2008, pp. 219-243. (Using PISA data)
Passow, A. Harry, Noah, Harold J., Eckstein, Max A., Mallea, John R., The National Case Study: An Empirical Study of Twenty-One Educational Systems [New York: John Wiley and Sons, 1976].
Peaker, Gilbert T., An Empirical Study of Education in Twenty-One Countries; A Technical Report [New York: John Wiley and Sons, 1975].
Purves, Alan and Levine, Daniel, Educational Policy and International Assessment [Berkeley, California: McCutchan Publishing Corp., 1975].
Xu, Jun, “Sibship Size and Educational Achievement: The Role of Welfare Regimes
Cross-Nationally,” in Comparative Education Review, Vol. 52, No. 3, August, 2008, pp. 413-436.
Websites:
https://www.360docs.net/doc/182570467.html,/timms - for the most recent IEA study on achievement in mathematics and science
https://www.360docs.net/doc/182570467.html, - for an alternative study of educational achievement in OECD countries Session 3: Phenomenological, Ethnographic and Narrative Approaches to Comparative Education
Common Readings
1.King, Edmund, Other Schools and Ours [London: Holt, Rinehart and Winston, 1973,
5th Edition], Part II, Chapter 3, pp. 47-62.
2.*Masemann, Vandra Lea, “Critical Ethnography in the Study of Comparative
Education,” CER Vol. 6, No. 1, February, 1982.
3.Fox, Christine, “Stories within Stories: dissolving the boundaries in narrative research
and analysis,” in Trahar, Sheila, Narrative Research on Learning: comparative and
international perspectives (Oxford: Symposium Books, 2006), pp. 47-60 Discussion Questions
1.What role does language play in King?s approach to comparative education, and how does
this contrast with the scientific approach of Noah and Eckstein?
2.What does King see as the purpose of comparative education, and how does this shape the
framework he suggests, moving from context to concepts, institutions and operations.
https://www.360docs.net/doc/182570467.html,pare the approach to "participant observation" suggested by King with the
ethnographic approach suggested by Masemann in her 1982 article? How do they differ in their views of social change?
4.What new elements does narrative methodology bring to comparative education. Why is it
seen as particularly important in a period of globalization?
Additional Readings:
Berger, Peter, The Social Construction of Reality [New York: Doubleday, 1967].
Cowen, R., "Sociological Analysis and Comparative Education", International Review of Education, No. 22, 1981.
Delamont, S. and Atkinson, P., "The Two Traditions in Education Ethnography: Sociology and Anthropology Compared", British Journal of Sociology of Education, No. 1, 1980.
*Hayhoe, Ruth “Language in Comparative Education: Three Strands”, in Hong Kong Journal of Applied Linguistics, Vol. 3, No. 2, Dec 1998, pp. 1-16.
*Hayhoe, Ruth, “Ten Lives in Mine: Creating Portraits of Influential Chinese Educators,” International Journal of Educational Research, Vol. 41, Nos. 4-5, 2005, pp. 324-338.
Heyman, Richard, "Comparative Education from an Ethnomethodological Perspective", CE, Vol. 14, No. 3, 1979, pp. 241-250.
Jones, P., Comparative Education: Purpose and Method, [St. Lucia: University of Queensland
Press, 1971].
King, E., Comparative Studies and Educational Decision, [New York: The Bobbs Merrill Company, 1968].
King, E., Education and Social Change, [Oxford: Pergamon Press, 1966].
*King, E. , Post-Compulsory Education: A New Analysis in Western Europe [London: Sage, 1974] King, E., Post-Compulsory Education II: The Way Ahead, [London: Sage, 1975]
King, Edmund, “Education Revised for a World in Transformation” CE, Vol. 35, No. 2, 1999, pp. 109-117.
King, Edmund, “ A Century of Evolution in Comparative Studies,” CE, Vol. 36, No. 3, 2000, pp. 267-277.
Liu, Judith, Ross, Heidi A., Kelly, Donald P., The Ethnographic Eye: An Interpretive Study of Education in China [New York: Falmer Press, 2000]
Maddox, Bryan, “What can ethnographic studies tell us about the consequences of literacy?” in Comparative Education, Vol. 43, No. 2, May 2007, pp. 253-271.
Masemann, Vandra, "Anthropological Approaches to Comparative Education", CER, Vol. 23, No. 3, October, 1976, pp. 368-380.
*Masemann, Vandra Lea, “Ways of Knowing: Implications for Comparative Education,” in Comparative Education Review, Vol. 34, No. 4, 1990, pp. 465-473.
*Masemann, Vandra Lea, “Culture and Education,” in R. Arnove and C. Torres, Comparative Education: The Dialectic of the Global and the Local (Lanham: Rowen & Littlefield Publishers, 1999), pp. 91-114.
Nellmann, Karl, "Quantitative and Qualitative Approaches in Educational Research - Problems and Examples of Controlled Understanding through Interpretive Methods", in IRE , Vol. 33, No. 2, 1987, pp. 159-170.
Stenhouse, Lawrence, "Case Study in Comparative Education: Particularity and Generalization", CE, Vol. 15, No. 1, 1979, pp. 5-10.
Winch, P., The Idea of a Social Science and Its Relation to Philosophy, [London: Routledge and Kegan Paul, 1958].
Session 4: The Problem Approach to Comparative Education
Common Readings
1.Holmes, Brian, “The Positivist Debate in Comparative Education – An Anglo-Saxon
Perspsective, (Chap. 3) and “A Framework for Analysis –…Critical Dualism? (Chap. 4) in Comparative Education: Some Considerations of Method [London: George Allen and
Unwin, 1981], pp. 57-75.
2.Dewey, John, How We Think [Boston: D.C. Heath & Co., 1933], pp. 102-118. Discussion Questions
1.What does Holmes see as the purpose of Comparative Education?
2.In what sense does he try to make Comparative Education research "scientific"? How
important is critical dualism to this endeavour, in Holmes? view?
3.What does Holmes mean by a "problem" in education? How does he draw upon the
philosophers John Dewey and Karl Popper to define problems and clarify the steps of
problem analysis and solution?
4.How does Dewey lay out the problem solving approach as a fundamental method of
thought?
Additional Readings
*Epstein, Erwin, “The Problematic Meaning of …Comparison? in Comparative Education,” in Schriewer, Juergen (ed.), Theories and Methods in Comparative Education (Frankfurt am Main, Bern, New York, Paris: Peter Lang, 2nd edition,1990), pp. 3-23.
*Hayhoe, Ruth, "A Chinese Puzzle," Comparative Education Review, Vol, 33, No. 2, 1989, pp. 155-173.
Holmes, B., Problems in Education: A Comparative Approach [London: Routledge and Kegan Paul, 1965].
*Holmes, Brian, “The Problem Solving Approach and National Character,” in Keith Watson and Raymond Wilson (eds.), Contemporary Issues in Comparative Education (London: Croom Helm, 1985), pp. 30-52.
*Holmes, Brian (ed.) Diversity and Unity in Education: A Comparative Analysis (London: Goerge Allen and Unwin, 1980), Introduction and Chapters 1-3, pp. 1-30.
*Hurst, Paul, “Comparative Education and Its Problems,” Compare, Vol. 17, No. 1, 1987, pp.
7-16.
Kuhn, T., The Structure of Scientific Revolutions, [Chicago: University of Chicago Press, 1969]. Magee, B., Popper [Glasgow: Fontana, 1973].
McLean, Martin, "Papers in Honour of Brian Holmes", Special issue of Compare, Vol. 17, No. 1, 1987.
Medawar, P., Induction and Intuition in Scientific Thought [London: Methuen, 1969].
Nisbet, Robert, Social Change and History [New York: Oxford University Press, 1969]. Ogburn, W.F., On Culture and Social Change [Chicago: University of Chicago Press, 1964]. Popper, K., Conjectures and Refutations [London: Routledge and Kegan Paul, 1963].
Session 5: The Developmental Approach to Comparative Education: Neo-Marxism, Dependency and World Order Thinking
Common Readings
1.Altbach, P., "Servitude of the Mind? Education, Dependency and Neo-Colonialism",
Teachers College Record, No. 79, 1977, pp. 187-203.
2.McLean, Martin, “Educational Dependency: a critique” Compare, Vol. 13, No. 1, 1983, pp,
25-42.
3.Galtung, Johann, “Is Peaceful Research Possible? On the Methodology of Peace Research”
in J. Galtung, Peace: Research. Education. Action [Copenhagen: Christian Ejlers, 1975].
pp.263-279.
Discussion Questions:
1.What views of social change lie behind the dependency approach to comparative education?
What problems does it bring to the fore for consideration?
2.How far might comparative research within this framework claim to be scientific, and on
what basis?
3.Which aspects of the dependency framework does McLean find helpful, and which does he
suggest may be misguided? Do you agree?
4.What elements in Galtung's suggestions for peaceful research open up the possibility of
positive action in relation to global inequalities? How does his approach differ from the
classical dependency/world systems analysis, with its basis in Marxism?
Additional Readings
Altbach, P., Arnove, R., and Kelly, G., (eds.), Comparative Education [New York: Macmillan, 1982].
Altbach, P. and Kelly, G., Education and the Colonial Experience [N.B., U.S.A. and London: Transaction Books, 1984].
Arnove, R., Philanthropy and Cultural Imperialism [Boston: C.K. Hall, 1979].
*Arnove, R., "Comparative Education and World Systems Analysis", Comparative Education Review, No. 24, February, 1980, pp. 48-62
Cardoso, F. and Faletto, E., Dependency and Development in Latin America [Berkeley: University of California Press, 1979].
*Carnoy, Martin, Education as Cultural Imperialism [New York: MacKay, 1974]
Carnoy, M., "Education for Alternative Development", CER, Vol. 26, No. 2, June, 1982, pp.
160-177.
Carnoy, Martin, “Rethinking the Comparative and the International,” (Presidential Address, Hawaii, 2006) in Comparative Education Review, Vol. 50, No. 4, November 2006, pp. 551-570, also Commentary by Arnove, Epstein, Levin, Masemann and Stromquist, pp. 571-580.
Eisemon, Thomas, "Scientific Life in Indian and African Universities: A Comparative Study of Peripherality", CER, Vol. 25, No. 2, June, 1981, pp. 164-182.
Epstein, E., "Currents Left and Right" plus Commentaries by Carnoy, Foster, Masemann, Noah and Holmes, CER, Vol. 27, No. 1, February, 1983.
Frank, A. Capitalism and Underdevelopment in Latin America [New York: Monthly Review Press, 1967].
Freire, P., The Pedagogy of the Oppressed [London: Sheed, 1972].
Galtung, J., "A Structural Theory of Imperialism", Journal of Peace Research, Vol. 8, 1972.
*Hayhoe, Ruth, “Penetration or Mutuality: China?s Educational Cooperation with Europe, Japan and North America, Comparative Education Review, Vol. 30, No. 4, 1987, pp. 532-559. Lenin, V.I., Imperialism: The Highest Stage of Capitalism [New York: International Publishers,
1939].
Noah, H. and Eckstein, M., "Dependency Theory in Comparative Education” in Doing Comparative Education: Three Decades of Collaboration (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 1998), pp. 75-91.
Shukla, S., "Comparative Education: An Indian Perspective", CER, Vol. 27, No. 2, June, 1983, pp. 246-258.
Woodhouse, Howard, "Knowledge, Power and the University: Nigeria and Cultural Dependency", Compare, Vol. 17, NO. 2, 1987, pp. 119-136.
Session 6: Ideal Types in Comparative Education Research
Common Readings
1.Weber, Max, The Methodology of the Social Sciences [New York: Free Press, 1948], pp.
85-112.
https://www.360docs.net/doc/182570467.html,uwerys, J., "The Philosophical Approach to Comparative Education", International
Review of Education, Vol. V, No. 3, 1959, pp. 281-298.
3.Holmes, B., Comparative Education: Some Considerations of Method [London: George
Allen and Unwin, 1981], chapter 6, pp. 111-132.
Discussion Questions
1.How does Weber define the "ideal type"?
2.What is its importance with reference to problems of scientific method?
3.How could it be used within different approaches to social change?
4.How is it applied to Comparative Education research by Lauwerys and Holmes? Additional Readings
Hayhoe, Ruth, “The Use of Ideal Types in Comparative Education: A Personal Reflection,” in Comparative Education, Vol. 43, No. 2, May, 2007, pp. 189-206.
*Hickling-Hudson, Anne, “Towards Caribbean …Knowledge Societies?: dismantling neo-colonial barriers in the age of globalisation,” in Compare Vol. 34, No. 3, pp. 293-300.
Le Than Khoi, "Conceptual Problems in International Comparison", in Schriewer, J. and Holmes, B., Theories and Methods in Comparative Education (Frankfurt, Bern, New York, Paris: Peter Lang, 1989), pp. 87-121.
*Louisy, Dame Pearlette, “Whose context for what quality? Informing education strategies for the
Caribbean, “ in Compare, Vol. 34, No. 3, pp.285-292.
Session 7: Comparative Education and the Postmodern Challenge
Common Readings:
1.Val Rust, “From Modern to Postmodern Ways of Seeing Social and Educational Change,”
in Rolland Paulston (ed.) Social Cartography: Mapping Ways of Seeing Social and
Educational Change (New York: Garland Publishing, 1996), pp. 29-52.
2.*Ruth Hayhoe, “Redeeming Modernity” CER, Vol. 44, No. 4, November, 2000, pp.
423-439.
3.Gu Mingyuan, “Modernisation and Education in China?s Cultural Traditions,” in Gu
Mingyuan, Education in China and Abroad: Perspectives from a Lifetime in Comparative Education (Hong Kong: Comparative Education Research Centre, University of Hong
Kong, 2001), pp. 101-110.
Discussion Questions
1.How does Val Rust explain the emergence of postmodernism? What key concepts does he
identify and how does he see their relevance to comparative education? What cautions does he suggest for doing comparative education within a postmodern framework?
2.How are metanarratives viewed in “Redeeming Modernity”? To what extent can a
self-conscious use of them be a means of listening to, rather than dominating, other
discourses?
3.How does Gu Mingyuan, China?s best known comparativist, see the importance of
modernisation for China, and what possibilities does he see in China?s cultural traditions for China?s own educational development, and for the global community?
Additional Readings
*Cowen, Robert, “Last Past the Post: comparative education, modernity and perhaps
post-modernity,” CER Special Number (18) in Comparative Education and Post-modernity, Vol. 32, No. 2, pp. 151-170.
Cowen Robert, “Performativity, Post-modernity and the University,” CE, Vol,. 32, No. 2, pp. 245-258.
Doherty, Joe et al, Postmodernism and the Social Sciences (Basingstoke: Macmillan, 1992) Habermas, Juergen, “Conceptions of Modernity: A Look Back at Two Traditions,” in Habermas, Juergen, The Postnational Constellation: Political Essays (Cambridge, Mass.: The MIT Press, 2001), pp. 130-156.
Paulston, Rolland and Liebman, M. “An Invitation to Postmodern social cartography,” CER, Vol. 38, No. 2, 1994, pp. 215-232.
Paulson, Rolland, “Mapping Visual Culture in Comparative Education Discourse,” Compare, Vol. 27, No. 2, 1997, pp. 117-152.
Paulson, Rolland, “Mapping the Postmodernity Debate in Comparative Education Discourse,” Occasi onal Paper, Dep?t of Administrative and Policy Studies, School of Education, University of Pittsburgh, 1998.
*Rust, Val, “Postmodernism and its Comparative Education Implications,” CER, Vol. 35, No., 4, 1991, pp. 610-626.
Schriewer, Jürgen, “Comparativ e Education Methodology in Transition: Towards the Study of Complexity,” in Schriewer, (ed.) Discourse Formation in Comparative Education (Frankfurt: Peter Lang, 2000), pp. 3-51.
*Welch, Anthony, “The Triumph of Technocracy or the Collapse of Certainty? M odernity, Postmodernity and Postcolonialism in Comparative Education,” in Robert Arnove (ed.), Comparative Education: The Dialectic of the Global and the Local (Lanham, Boulder,New York, Oxford: Rowman Littlefield, 1999), pp. 25-50.
Session 8 Comparative Education and Globalization
Common Reading:
Michael Crossley and Keith Watson, Comparative and International Research in Education: Globalisation, context and difference (London and New York: RoutledgeFalmer, 2003) Chapter 1: Introduction, pp. 1-11.
Chapter 4: Globalisation, context and difference, pp. 50-69.
Chapter 6: Educational Research, global agendas, pp. 84-115.
Additional Readings
*Green, Andy, “Education and Globalization in Europe and East Asia,” The U.K.-Japan Education Forum Monograph, No. 4, 1997.
*Green, Andy, “Education, globalization and the role of comparative research”, 2003 (?) Green, Andy, Preston, John and Jammaat, Jan Germen, Education, Equality and Social Cohesion
(London: MacMillan Palgrave, 2006).
Pang, Nicholas, Globalization: Educational Research, Change and Reform (Hong Kong: The Chinese University Press, 2006)
Please make your own further selection from the rich bibliography in Crossley and Watson?s book, pp. 143-171.
Discussion Questions:
1.Why do the authors of this volume see the reconceptualisation of comparative education as
urgent?
2.What three approaches to globalisation do they identify, and which informs their thinking
and suggestions for comparative education?
3.What new challenges to research do they see arising from the impact of globalisation? Session 9: International Organisations and Comparative Education
Common Readings
1.Boulding, Elise, "Prologue" and "A Planet in Transition: The Intergovernmental Order", in
Building a Global Civic Culture: Education for an Interdependent World, (New York and London: Teachers College, Columbia University, 1988), pp. xvii-xxiv, 16-33.
2.Jones, Philip, “The World Bank Education Financing,” Comparative Education, Vol. 33,
No. 1, 1997, pp. 117-129.
3.Mundy, Karen and Murphy, Lynn, “Transnational Advocacy, Global Civil Society?
Emerging Evidence from the Field of Education,” CER, Vol. 45, No. 1, Feb, 2001, pp.
85-126.
Discussion Questions
1.What kind of picture does Elise Boulding give of the potential role UNESCO and other UN
agencies might play in the global community? What understanding of social change and culture underlies this vision? What radical changes have taken place in the world
community since the publication of this volume?
2.What have been the main contributions and problems associated with the World Bank's
involvement in financing educational development according to Jones? What is his
assessment of the contemporary role of the World Bank?
3.How does the analysis of Mundy and Murphy illustrate the role of comparative education
in clarifying possibilities for action on the part of educators in an increasingly globalized world? Are there similarities with Boulding?s vision? Differences?
4.How is this approach different from the developmental approach outlined earlier?
5.What different constraints and opportunities face university scholars and their professional
associations in doing Comparative Education research and teaching? What kind of
relationship between universities and international organizations would you see as
optimal?
Additional Readings
Baum, Warren and Tolbert, S., Investment in Development (New York: Oxford University Press, 1985).
Castro, Claudio de Moura, “The World Bank Policies: damned if you do, damned if you don?t,” CER Vol. 38. No. 4, November 2002, 387-400.
Cerych, Ladislov, Problems of Aid to Education in Developing Countries (New York: Praeger, 1976).
CIE, Special Issue on "Education and the World Bank", Vol. 12, No. 1, 1983.
*Drake, Earl, "World Bank Transfer of Technology and Ideas to India and China", in R. Hayhoe & J. Pan (eds.), Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001),
pp.215-228.
Haddad, Wadi, "The World Bank's Educational Sector Policy Paper: A Summary", CE, Vol. 17, No. 2, 1981, pp. 127-139.
Hayter, Teresa and Watson, Catherine, Aid: Rhetoric and Reality (London: Pluto Press, 1985). Head, Ivan, On a Hinge of History: The Mutual Vulnerability of South and North (Toronto, Buffalo, London: IDRC, 1991).
Hurst, P., "Aid and Educational Development: Rhetoric and Reality", CE, Vol. 17, No. 2, June, 1981, pp. 117-125.
Jones, Phillip, International Policies for Third World Education: UNESCO, Literacy and Development (London: Routledge, 1988).
Jones, Philip, The United Nations and Education: Multilateralism, development and globalisation (London: Routledge Falmer, 2005).
Jones, Philip World Bank Financing of Education: Lending, Learning and Development (London: Routledge and Kegan Paul, 1992.
*King, Kenneth, “Banking on Knowledge: the new knowledge projects of the World Bank,”
Compare, Vol. 32, No. 3, 2002, pp. 311-326.
Mason, Edward and Asher, Robert, The World Bank Since Bretton Woods (Washington, D.C.: The Brookings Institute, 1973).
Payer, Cheryl, The World Bank: A Critical Analysis (New York: Monthly Review Press, 1982).
Peterson, Samiha, "The Cultural Challenge of Knowledge Transfer: A View from Egypt", in R. Hayhoe & J. Pan (eds.), Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001), pp. 229-242.
Robertson, S., Bonal, Xavier, and Dale, Roger, “GATS and the Education Service Industry,” CER, Vol. 46, No. 4, November, 2002, pp. 472-496.
*Suchodolski, Bogdan, et al, The International Bureau of Education in the Service of Educational Development, [Paris: UNESCO, 1979].
"Symposium: Forum on UNESCO", CER, Vol. 30, No. 1, Feb., 1986, pp. 112-156.
Tabulawa, Richard, “In ternational Aid Agencies, Learner-Centred Pedagogy and Political Democratisation: A Critique, Comparative Education, Vol. 39, No. 1, February 2003, pp. 7-26. Session 10:Mixed Methods in Comparative Education
a. Mixed Methods as a Methodology
b. Paradigms in Mixed Methods
c. Research Design Considerations in Mixed Methods
d. Relevance and application of Mixed Methods to Comparative Education
e. A Dialectic Paradigmatic Stance: An Example from Thesis Research
Required Readings:
1. Creswell, J. W. & Plano Clark, V. (2007). Designing and conducting mixed methods research. Chapters 1 &
2. Thousand Oaks, CA: Sage Publications, pp.1-44.
2. Greene, J. C. & Caracelli, V. J. (2003). Making paradigmatic sense of mixed methods practice. In A. Tashakorri & C. Teddle (Eds.). Handbook of mixed methods in social and behavioural research (pp. 91-110). Thousand Oaks, CA: Sage Publications.
3. Bray, M. & Thomas, R. M. (1995). Levels of comparison in educational studies: Insights from different literatures and the value of multilevel analysis. Harvard Educational Review, 65(3), 472-490.
Additional Readings:
1. Tashakorri, A & Teddle, C. (Eds.). Handbook of Mixed methods in social and behavioural research. Thousand Oaks, CA: Sage Publications.
2. Greene, J.C. & Caracelli, V. J. (1997). Defining and describing the paradigm issue in
mixed-method evaluation. New Directions for Evaluation, 74, 5-17.
3. Reichert, C. S., & Cook, T. D. (1979). Beyond qualitative versus quantitative methods. In T.
D. Cook & C. S. Reichert (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7-32). London: Sage Publications.
4. Howe, K. & Eisenhart, M. (1990). Standards for qualitative (and quantitative) research: A prolegomenon. Educational Researcher, 19(4), 2-9.
Questions for Discussion:
1. What is mixed methods research? Describe the different ways in which it can be a method, a research design and a methodology.
2. How would you define paradigms in research? What are examples of the paradigms that have been proposed for mixed methods research? Discuss the controversies and debates about paradigms in mixed methods.
3. What are some of the mixed methods research designs that are proposed by Creswell?
4. Referring to Bray & Thomas? (1995) paper, how might mixed metho ds be applicable to research in comparative education? What are other examples where mixed methods may be considered?
4. How would you evaluate the rigour or validity of a mixed methods study in comparative education?
Session 11: The Collection and Classification of Data in Comparative Education
Common Readings
1.Holmes, B. and Robinsohn, S., Relevant Data in Comparative Education [Hamburg:
Unesco Institute for Education, 1960], pp. 39-72.
2.Cussó, Roser and D?Amicob, Sabrina, From development comparatism to globalization
comparativism: towards more normative international education statistics, in
Comparative Education Vol. 41, No. 2, May 2005, pp. 199–216.
Discussion Questions
1.Why is a good taxonomy necessary and important for cross-national educational research?
2.What makes it highly problematic?
3.Discuss the strengths and weaknesses of the various possible taxonomic approaches
suggested in Holmes and Robinsohn?
4.What are some of the dilemmas arising from the new and highly sophisticated sets of
educational indicators recently developed and used by OECD countries? How do they
differ from UNESCO statistics, and what do Cusso and D?Amicob mean by their
distinction between comparatism and comparativism?
5.Explore any one set of international educational statistics, UNESCO, OECD, the World
Bank or others and consider their usefulness for comparative education research.
课堂教学艺术的十种方法
课堂教学艺术的十种方 法 集团文件版本号：（M928-T898-M248-WU2669-I2896-DQ586-M1988）
课堂教学艺术的十种方法一种教学艺术。要搞好组织教学，教师就必须关注全体学生，注意信息反馈，要有驾驭整个课堂教学活动的能力。教师必须把握学生的注意和情感，努力调动学生的有意注意，使其保持相对的稳定性，同时，要激发学生的情感，使他们产生愉快喜悦的心境，从而全身心地投入学习活动。 组织教学的方法是多种多样的，教师应根据课堂教学实际加以选择，灵活运用。南昌膝王阁学校林子谦老师总结了十种常用的方法— 组织教学艺术的十种方法 1、形象感染法 教师走上讲台时，神情要亲切、庄重、肃穆，站定后要扫视整个课堂，以安定学生的情绪，吸引学生的注意力，使学生把注意从原来的注意对象迅速转移到教师身上来，自觉地投入教学活动。 2．目标引导法 讲课开始时，教师可简要地肯定学生的表现，提出本次学习要求，运用语言的感召力，激发学生的情感，促其产生努力达到目标的学习欲望和兴趣，从而调动自己的有意注意。 3．趣味激发法 教师讲课时，如有较多学生注意力不集中，可适当穿插讲一些表面看来跟教学无关（但内含学习目的、学习态度、学习方法等方面的启示）而学生十分感兴趣的事。使学生精神振奋，产生良好的心境，从而引发学习的浓厚兴趣。
4．提问点拨法 当某些学生注意力不集中时，教师可提出问题让他们回答，促使他们转移注意对象，把注意力转移到学习活动上来。学生答题不够理想时，不要急于批评，可稍加点拨，鼓励他们动脑筋思考或用心听老师和同学讲。这样引发他们的兴趣，使其保持注意的稳定性，积极投入学习的活动。 5．指名演板法 此法类似“提问点拨法”教师指名让注意力不集中的学生演板，并在适当时机轻声对演板学生进行教育和帮助，要求他们回位后用心听讲。这种方法具有中等强度的刺激，可对学生大脑皮层起一定作用，能促使学生在一定时间内保持高度集中的注意力。 6．语言表达法 语言条理清楚、通俗易懂是组织教学的基本要求。只有讲得有条理性和逻辑性，才会使学生获得系统全面的概念；语言准确、简明扼要是组织教学的基础。这样才能使人听着舒服，爱听；善于例证，形象比喻，适当应用一些格言、名句、典故、顺口溜等也是语言组织的一些技巧。 生动的语言给人一种直观和感动，使人兴趣盎然，同时也在记忆中留下深刻的印象。 语言的使用影响着意思的表达，感情的色彩。在不同的情况下，恰当的使用语气也可以使学生加深对知识的理解，可以活跃课堂气氛。总之，在教学中还要注意语言使用得当。
教学方法与教学手段(5)
教学方法与教学手段 一、本课程教学过程使用的各种教学方法的使用目的、实施过程、实施效果 本课程教学过程中使用的教学方法有：讲授法、案例教学法、情景教学法、讨论法。 1.讲授法：讲授法是最基本的教学方法，对重要的理论知识的教学采用讲授的教学方法，直接、快速、精炼的让学生掌握，为学生在实践中能更游刃有余的应用打好坚实的理论基础。 2.案例教学法：在教师的指导下，由学生对选定的具有代表性的典型案例，进行有针对性的分析、审理和讨论，做出自己的判断和评价。这种教学方法拓宽了学生的思维空间，增加了学习兴趣，提高了学生的能力。案例教学法在课程中的应用，充分发挥了它的启发性、实践性，开发了学生思维能力，提高了学生的判断能力、决策能力和综合素质。例如：王洪江老师的录像课(学前儿童常见心理问题)就是利用这一教学法完成的。 3.情景教学法：情景教学法是将本课程的教学过程安置在一个模拟的、特定的情景场合之中。通过教师的组织、学生的演练，在仿真提炼、愉悦宽松的场景中达到教学目标，既锻炼了学生的临场应变、实景操作的能力，又活跃了教学气氛，提高了教学的感染力。这种教学方法在本课程的教学中经常应用，因现场教学模式要受到客观条件的一些制约，因此，提高学生实践教学能力的最好办法就是采用此种情景教学法。学生们通过亲自参与环境的创设，开拓了视野，自觉增强了科学意识，提高了动手能力，取得了很好的教学效果。此外，在本门课程的教学中，这种教学方式的运用既满足了学生提高实践能力培养的需求，也体现了其方便、有效、经济的特点，能充分满足教学的需求。 4.讨论法:在本课程的课堂教学中多处采用讨论法，学生通过讨论，进行合作学习，让学生在小组或团队中展开学习，让所有的人都能参与到明确的集体任务中，强调集体性任务，强调教师放权给学生。合作学习的关键在于小组成员之间相互依赖、相互沟通、相互合作，共同负责，从而达到共同的目标。通过开展课堂讨论，培养思维表达能力，让学生多多参与，亲自动手、亲自操作、激发学习兴趣、促进学生主动学习。 5. 体验学习教学法：“体验学习”意味着学生亲自参与知识的建构，亲历过程并在过程中体验知识和体验情感。它的基本思想是：学生对知识的理解过程并不是一个“教师传授—
教学理论的概述
教学理论的概述 1．教学理论的概念：教学理论是教育学的一个重要分支。它既是一门理论科学，也是一门应用科学；它既要研究教学的现象、问题，揭示教学的一般规律，也要研究利用和遵循规律解决教学实际问题的方法策略和技术。它既是描述性的理论，也是一种处方性和规范性的理论。 2．教学理论与相关概念的关系 教学理论与学习理论：学习理论是教育学的一门分支学科，它是指描述或说明人和动物学习的性质、过程和影响学习的各种因素的学说。教学理论是“在某种意义上的约定俗成的通例，它阐明有关最有效地获得知识与技能的方法规则。从规范性和处方性角度考虑，教学理论关心的是促进学习而不是描述学习。具体地说，教学理论主要研究“怎样教”的问题；学习理论主要是在描述和说明“学习是怎样发生的，以及学习开始后会发生一些什么情况”的问题。 代表内容 ①大教学小课程苏联、中国教学是上位概念，课程是包含于其中的，只是教学的一个部分，从而教学理论包含课程理论。课程是教学内容的代名词，属于教学的一部分；课程也往往被具体化为教学计划、教学大纲和教科书三部分，课程理论主要研究教学内容的设计、编制和改革。 ②大课程小教学北美课程涵盖的范围要宽于教学，教学只不过是课程的一个组成部分而已。教学只是课程的实施与设计，教学理论只是课程理论的一个组成部分。 3．教学理论形成和发展的脉络 （1 ）教学理论的形成：教学理论的形成经历了漫长的历史阶段，从教学经验总结，到教学思想成熟再到教学理论的形成。这一进程是人们对教学实践活动认识不断深化、不断丰富和不断系统的过程，其中系统化是教学理论形成的标志。 《学记》是最早论述教学理论的专著。 在西方教育文献中，最早使用"教学论" 一词的是德国教育家拉特克（W.Ratke ，1571---1635 ）和捷克教育家夸美纽斯，他们用的词是"Didactica" ，并将其解释为"教学的艺术" 。 赫尔巴特在1806 年出版了《普通教育学》。这里的教育学是"Padagogik" ，英语是"Pedagogy" ，源于希腊语中的"教仆(Pedagogue)" 一词，它主要指教学方法和学生管理两方面。 教育性教学是赫尔巴特教育学的核心，他第一个明确提出这一概念，把道德教育与学科知识教学统一在同一个教学过程中，并提出了著名的教学形式阶段理论，即清楚、联想、系统和方法。 [第一阶段，“明了”（clearness，也译作“清楚”）。在明了阶段，儿童的观念活动处于静态的钻研状态，对学习的内容逐个地进行深入的学习；主要的任务是明了各种知识。这就
《幼儿园教育理论与实践》考试卷 文档
《幼儿园教育理论与实践》考试卷 考试时间 150 分钟 说明：考生应将全部答案都写在答题纸上，否则作无效处理。 一、单项选择题 在每小题的四个备选答案中，选出一个最恰当答案。每小题 分，共 分 健康是指人的（ ）的健全状态。 ．心理与社会适应 ．心理适应 ．身体与心理的适应 ．身体、心理与社会的适应 以下不属于幼儿园健康教育活动的内容的是（ ）。 ．生活习惯与能力 ．保护自身安全 ．身体活动的知识和技能 ．能听懂并理解多重游戏规则 幼儿园健康教育活动的基本形式是（ ）。 ．正规的健康教育活动 ．日常生活活动 ．户外体育活动 ．早操活动 要求教师在组织幼儿进行身体锻炼活动时，合理安排以及注意调节幼儿身体练习时身体和心理所承受的负荷的幼儿园健康教育的原则是（ ）。
．适量的运动负荷原则 ．全面发展的原则 ．经常化原则 ．多样化原则 小班幼儿户外体育活动时间一般应该控制在（ ）分钟之内。 ． ． ． ． 在幼儿交谈中，常听到一幼儿说了“鸡肉是肉”，另一幼儿马上说“牛肉也是肉”，这是经常发生在幼儿初期的（ ）。 ．即时的、完全的模仿 ．延迟模仿 ．创造性模仿 ．即时的、不完全模仿 幼儿语言实践的最佳途径是（ ）。 ．语言教学活动 ． 早期阅读 ． 游戏活动 ．欣赏文学作品 学会安静地听同伴说话，不随便插嘴是对（ ）年龄段的要求。 ．小小班 ．小班 ．中班 ．大班 在幼儿园语言教育活动开展过程中，对语言发展比较的孩子来说，选用指导方法合理的是（ ）。 ．直接指导的运用要多于间接指导
．运用直接指导 ．运用间接指导 ．间接指导的运用要多于直接指导 问一个两三岁的儿童，“你们家有几个人？”“家里有爸爸、妈妈，还有我”，却说不出“一共有几个人”。说明这时的幼儿学习数学具有（ ）心理特征。 ．从个别到一般 ．从不自觉到自觉 ．从具体到抽象 ．从同化到顺应 （ ）幼儿能学习按物体的一个特征进行分类。 ．小小班 ．小班 ．中班 ．大班 科学教育的基本目标有三个（ ）。 ．科学态度、科学方法、科学精神 ．科学知识、科学技能、科学精神 ．科学知识、科学方法、科学习惯 ．科学知识、科学方法、科学精神 “树上有一个很大的鸟窝 爸爸说 上面肯定有蛋 岁半的顺顺很认真接到 是不是鸟鸡蛋。” 这是该年龄段幼儿认识活动具有（ ）的特征。 ．缺乏有意性 ．情绪性 ．直觉行动性 ．表面性
教学方法与手段
教学方法与手段 一、教学模式的设计与创新 运用“工学结合”教学模式秘书实务中，“会务组织、商务活动、接待工作”等是本课程的重点内容，其实操性强、技能要求高。为了使学生达到熟练掌握课程重点内容所需的知识和技能的目的，我们通过“工学结合”教学模式，一是利用企业真实工作现场、工作项目和工作过程构建生产性教学实践环境，让学生直接参与企业会务组织、经营活动策划、现场布置和接待等真实的企业活动；二是利用校内模拟仿真型的实训室和现场，运用项目导向，任务驱动方式，采用“教、学、做”一体化教学方法和手段，使学生在“做中学，学中做”。从而使学生很好地理解和掌握了课程的重点内容。例如：商务活动中的签约仪式、庆典活动策划等在模拟实训室进行仿真演练，这种边学边做的方式受到学生的普遍欢迎，取得了较好的教学效果。 二、多种教学方法的运用 近年来，课程组在实施学习情境教学的过程中，采用了多达12种的教学方法，除了有常见的讲授法、案例研讨法、引导自学法、视频教学法、实物操练法等，更是尝试了一些比较有特色的教学方法。 1.工作场景模拟法 本课程的主要学习工作任务就是在课程教学中，完成“企业文书管理”、“企业办公室事务管理”等6个学习情境中的多个教学实训项目。每个实训项目内容都与实际工作相同。为提高教学效率、激发学生的积极主动性和锻炼学生职业技能，我们在教学过程中将学生按照5人左右一组成立商务公司，所有实训项目均放在各公司背景下进行。在实训项目操作中，每个公司需要各自承担不同企业的秘书工作，通过完成任务，达成准职业人标准。 2.分角色扮演实训法 虽然从秘书实务角度来看，课程教学中学生的主要角色就是秘书，但是在不同的企业、不同的工作场景中，会产生不同角色。学生需要交替扮演不同的角色，这样有利于学生认识秘书岗位特点，完成不同的工作任务。分角色实训有利于学生在工作中进行换位思考，也有利于学生从不同角度得到技能的全面训练。 3.任务驱动，成果导向法 课程组结合具体的工作任务，将课程内容整合成为6大学习情境，并将每个学习情境里的大任务细分为若干个小任务。让学生以秘书身份随着课程情境的渐近开展逐一完成项目的任务，当课程结束之际，学生完成工作任务，并进行成果展示。 4．实操与竞赛合一法
[素质教育]世界跨文化教育理论流派综述
[素质教育]世界跨文化教育理论流派综述 [素质教育]世界跨文化教育理论流派综述 【正文】 跨文化教育（interculturaleducation），一般是指在两种文化之间进行的一种教育。在英语当中，与之相近的词汇还有“cro-cultural educatio”（多种文化的教育）和“tra- culturaleducation”（异文化的教育）等。从教育人类学的角度看，人类的一切教育活动都是建立在某种特定文化基础之上的，教育是文化传承的载体。换言之，每一个人都具有一定的民族所属，而每一种教育也都与特定的民族文化密不可分。按照教育的民族属性，它又可进一步划分为“单一文化教育”和“跨文化教育”两大类。前者是指受教育者所受教育基本上仅局限于一个民族的文化，具有单一的民族属性，如早期的美洲印第安民族教育等。而后者，则是在两种不同文化之间进行的。如移民教育、殖民地教育、留学生教育、多民族国家中的少数民族教育和多元文化教育等，均属于跨文化教育的范畴。也就是说，在单一层民族教育的背景上实施异文化教育的现象，都可以视为跨文化教育。跨文化教育的实践，在人类历史上久而有之。但人类对这一社会现象进行较为系统的科学研究，则始于本世纪。特别是在美国等一些西方发达国家里，各界学者自20世纪上半叶起对跨文化教育问题进行了大量的调查和研究，并从不同的立场、目的和学科角度提出各自的观点和主张，形成了众多的理论派流。时至今日，跨文化教育研究已从美国、英国、法国、德国扩展到加拿大、前苏联、澳大利亚、日本、东南亚及中国等诸多国家。由于篇幅所限，本文仅择选一些影响较大的跨文化教育及相关理论流派作一简略介绍，供我国有关教育研究人员借鉴和参考。 一、文化变迁论 1、文化人类学派的观点本世纪初期，伴随西方殖民地的扩大和传教士的布教等活动，西方文化源源不断地传入世界各地。许多非西方国家在受到西方文化的强烈冲击后，其民族固有的传统文化迅速瓦解崩溃。以此为背景，有关文化变迁的研究进一步引起世界各国人类学界的强烈关心。在早期的进化论学派、传播学派、功能学派、历史学派等研究的基础之上，美国人类学会于1935年在其下属的社会科学研究委员会（TheocialcienceResearchCouncil＝RC）当中，指派罗伯特·莱德菲尔德（RobertRedfield）、赖福·林顿（RalfLinton）、米尔维勒·赫斯克维兹（MelvilleHerskovits）3名人类学者负责成立了一个专门从事“文化变迁”（或称“涵化”）研究的委员会，对有关文化变迁的概念、研究课题、研究方法等进行研究整理。经过1年左右的细致深入研究，于1936年发表了一份题为《文化变迁研究备忘录》的研究报告。虽然该报告仅有4页，但却给文化变迁下了一个非常精辟的定义，并将到当时为止的有关研究课题和涉及领域进行了科学的分类，对后来的文化变迁研究产生很大影响。 该报告书主要由五个方面的内容构成。首先，他们将文化变迁（acculturation）定义为：“不同文化集团持续而直接接触的结果，使其中的一方或双方的原有文化发生变化的现象。”（注：江渊一公著：《异文化间教育学序说》，第68页，日本九州大学出版社，1997年第2版。）其次是研究的路线，包括有参考价值的论文索引、资料的分类、分析的方法。第三是对文化变迁问题
比较教育理论与方法课程纲要
TPSE 1825: Comparative Education Theory and Methodology – Autumn 2009 Purpose of the Course This course is intended as an introduction to the field of Comparative Education, including the various academic schools that have emerged and the literature linked to such international organizations as UNESCO and the World Bank. We will also see a film entitled “Comparatively Speaking” which features presidents of the Comparative International Education Society of the USA, including three OISE professors. The course was developed in the mid-1980s, and first taught in 1986. It has been taught at OISE fairly regularly ever since. It is can be seen as a kind of intellectual history of the field, with the different schools or approaches presented in a roughly chronological way. The intention is to trace changing approaches to Comparative Education research over time, and link debates over methodology to wider debates in the literature of the social sciences. Thus the additional readings are by no means comprehensive or detailed, but suggestive only. The roots of the course go back to the ideas and methodology of Professor Brian Holmes at the University of London Institute of Education, one of the leading figures in the development of the field. The course has been updated and changed a number of times, but the original framework and many of the core readings have been kept, in order to maintain this link to history. For later sessions that have been added in recent years, such as Session 8 on the postmodern challenge, and session 9 on globalization and comparative education, students are encouraged to explore bibliographies in books such as Crossley and Watson, Comparative and International Research in Education: Globalisation, context and difference(2003) or Arnove and Torres, Comparative Education: The Dialectic of the Global and the Local (2003). Students are encouraged to focus their attention on such fundamental questions as the purpose of Comparative Education, the views of social change that underlie different approaches to Comparative Education and the question of what "scientific" methodology entails and whether or not it should be a goal in Comparative Education research. By the end of the course students should have developed their own critical perspective on the literature through careful reading and sustained thought and discussion. Class Format: Class sessions will involve brief lectures, discussion of common readings and student presentations from the additional reading list, the list of anthologies or textbooks in the field and/or related readings that have been self selected. Some discussion of plans for term papers can also be accommodated. Evaluation: Two short papers (400-600 words or 1-2 typed pages) should be prepared for class presentation and handed in during the term. One of them will be a reflective review of any one of the comparative
继续教培训教学方法与教学艺术(专业课)题库和答案
单选题 1.“原天地之美，而达万物之理。”此话出自（）。正确答案：C.庄子 2.“美是一切事物生存与发展的本质特征，社会的进步就是人类对美的追求的结晶。”出自（）。正确答案：A.卡尔·马克思 3.“生活中不是没有美，而是缺少发现美的眼睛。”出自（）。正确答案：B.洪堡 6.“美应当包括‘美的本质、审美性质与审美对象’三个层面内容。”出自（）。正确答案：E.当代美学家 7.“真正的学校乃是一个积极思考的王国。”此话出自（）正确答案：D.苏霍姆林斯基 8.（）是奥地利科学院地理信息研究中心主任，国际知名的GIS研究与教育专家。正确答案：C.Josef Strobl 4.“教学过程不仅是学术基因的传递过程，更是创造过程。”这句话是（）说的。正确答案：B.Josef Strobl 5.“真正的学校乃是一个积极思考的王国。”此话出自（）正确答案：D.苏霍姆林斯基 7.夏自强是（）归国华侨，是著名的数学教育家。正确答案：B.印尼 1.“美是一切事物生存与发展的本质特征，社会的进步就是人类对美的追求的结晶。”出自（）。正确答案：A.卡尔?马克思 3.“美应当包括‘美的本质、审美性质与审美对象’三个层面内容。”出自（）。正确答案：E.当代美学家 6.“真正的学校乃是一个积极思考的王国。”此话出自（）正确答案：D.苏霍姆林斯基 7.“原天地之美，而达万物之理。”此话出自（）。正确答案：C.庄子 语音辨析功能具有（）正确答案：B.先天遗传性 2.视觉皮层基本区（）实现动态形状感知。正确答案：B.V2 3.为了便于机器对“数据”和“程序”的统一处理，谁提出增设“程序计数器”（）正确答案：C.冯·诺依曼 4.指非随意创造思维所涉及的显、潜意识之间的交互作用是双轨加工理论中的（）正确答案：C.交互作用 7.在一定的时间内表达出不同观点愈多，其流畅性就愈好。是发散思维的哪种特性（）正确答案： A.流畅性 8.当前语文教育中存在的弊端：过分强调语文学科的工具性而忽视其（）正确答案：A.人文性 9.在内部类感觉系统中，除平衡觉外还包括（）正确答案：B.肌动觉 10.什么能为人类社会的文明与进步创造出有价值的、前所未有的精神产品或物质产品。（）正确答案：A.创新 1.语义辨识能力是（）正确答案：A.先天的 2.哪种理论专门用于分析与处理高m值复杂性问题的理论，并为此提供心理加工策略，从而使创造性思维成为人人都有可能通过培养和训练来获得的能力。（）正确答案：C.二维复杂性理论 3.学习外语的最佳年龄段是（）以前正确答案：A.九岁 4.谁发现了测量不规则物体体积的方法正确答案：A.阿基米德 5.能细致地描述事物或事件的具体细节。是发散思维的哪种特性（）正确答案：D.精致型 6.（）：人脑对客观事物的本质属性和事物之间内在联系的规律性所作出的概括与间接的反映。正确答案：A.思维 7.初中高中开始强调（）都不晚正确答案：A.读写 8.阅读心理加工过程的四个环节中语音辨识是( )的正确答案：A.先天性 9.视觉皮层基本区（）实现动态形状感知。正确答案：B.V2 10.视觉皮层基本区V1在布洛德曼（）区正确答案：B.17
指使用教学辅助工具进行课堂教学的一种方法
教学手段现代化的必要性 现代化基础 1．社会发展基础 19世纪末以来，世界人口激增带来巨大的入学压力；人类知识总量的激增与老化周期缩短对教育提出了挑战；高涨的民主运动对普及教育的要求等成为促进教学手段现代化的社会因素。 2．科学发展基础 神经生理学家Brodmann 认为人的大脑功能分为52个功能区， Sprey 裂脑实验研究中发现人的左右脑各有分工（左脑半球主要 管理语言、逻辑思维；右脑半球主要管理形态结构、时间与空间）。心理学家Trechler 关于感官与学习的关系研究发现，通过视觉、 听觉、嗅觉、触觉、味觉而获得的知识分别是 83%、11%、3.5%、1.5%、1.0%。这表明，各种感官都与知识的获得 相关联，教学中应当调动学生的一切感官特别是视觉、听觉，最好 的教学手段是视听结合、兼用形象与声音来呈现教学内容。 3．技术基础 自19世纪末以来，幻灯、电影、电视机、计算机等相继发明， 并不断地在教学领域推广使用。这些现代化的科学技术直接地为 教学手段的现代化提供了技术基础，正是这些现代科技把教学手 段现代化变成了现实。而且，由于现代化教学手段具有设备电子、管路敷设技术通过管线不仅可以解决吊顶层配置不规范高中资料试卷问题，而且可保障各类管路习题到位。在管路敷设过程中，要加强看护关于管路高中资料试卷连接管口处理高中资料试卷弯扁度固定盒位置保护层防腐跨接地线弯曲半径标等，要求技术交底。管线敷设技术中包含线槽、管架等多项方式，为解决高中语文电气课件中管壁薄、接口不严等问题，合理利用管线敷设技术。线缆敷设原则：在分线盒处，当不同电压回路交叉时，应采用金属隔板进行隔开处理；同一线槽内强电回路须同时切断习题电源，线缆敷设完毕，要进行检查和检测处理。、电气课件中调试对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行 高中资料试卷调整试验；通电检查所有设备高中资料试卷相互作用与相互关系，根据生产工艺高中资料试卷要求，对电气设备进行空载与带负荷下高中资料试卷调控试验；对设备进行调整使其在正常工况下与过度工作下都可以正常工作；对于继电保护进行整核对定值，审核与校对图纸，编写复杂设备与装置高中资料试卷调试方案，编写重要设备高中资料试卷试验方案以及系统启动方案；对整套启动过程中高中资料试卷电气设备进行调试工作并且进行过关运行高中资料试卷技术指导。对于调试过程中高中资料试卷技术问题，作为调试人员，需要在事前掌握图纸资料、设备制造厂家出具高中资料试卷试验报告与相关技术资料，并且了解现场设备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况 ，然后根据规范与规程规定，制定设备调试高中资料试卷方案。 、电气设备调试高中资料试卷技术电力保护装置调试技术，电力保护高中资料试卷配置技术是指机组在进行继电保护高中资料试卷总体配置时，需要在最大限度内来确保机组高中资料试卷安全，并且尽可能地缩小故障高中资料试卷破坏范围，或者对某些异常高中资料试卷工况进行自动处理，尤其要避免错误高中资料试卷保护装置动作，并且拒绝动作，来避免不必要高中资料试卷突然停机。因此，电力高中资料试卷保护装置调试技术，要求电力保护装置做到准确灵活。对于差动保护装置高中资料试卷调试技术是指发电机一变压器组在发生内部故障时，需要进行外部电源高中资料试卷切除从而采用高中资料试卷主要保护装置。
远程教育理论综述课件
远程教育理论综述 班级：13教育技术一班姓名：XX 学号：1304010411XX 日期：2015.11.10
摘要 关于我国远程教育主要涉及几个问题，远程教育的历史发展、远程教育的发展现状及其趋势、发展中存在的一些问题、对于远程教育的一些建议。还有关于我国远程教育的形式，主要有各类函授教育、广播电视教育和现代远程教育等。函授教育自建国以来,有了很大的发展。现在,全国已有许多中等和高等学校举办函授教育,包括中专、专科、单科进修以及大学后继续教育等。广播电视教育是我国远程教育的主要形式。 关键词 远程教育现代远程教育函授教育学习者网络远程教育 远程开放教育研讨会 1.远程教育的发展史 对于远程教育的定义，有很多种不同的说法。丁兴富在《中外远程教育定义和特征的分析研究》一文中指出：所谓远程教育就是学生和教师在时间和空间上处于分离状态；以现代教育技术为基础的媒体教学占有主导地位；有组织的系统工程；以自学为主、助学为辅；在学生和教师之间存在某种形式的双向通信和反馈机制的教育活动形式。简单的说，远程教育是指师生凭借媒体所进行的非面对面的教育。 远程教育已经历经三代：第一代是函授教育；第二代是广播电视教育；第三代的基本特征是利用卫星、计算机网络和多媒体技术，在数字信号环境下进行教学活动，被称为“现代远程教育”。 2.现代远程教育的定义 现代远程教育是指利用当今先进的计算机网络和通信技术，实时或非实时地传递多媒体的音频、视频或数据等信息，进行可视的、交互的远程教育形式。它作为一种新兴的教育思想和教育技术，能提供公平、广泛和廉价的教育方式，使教育效率大大提高。使学习者不再受到地理位置和上
孔子的教育理念及教育方法
孔子的教育理念及教育方法 孔子在中国历史上最早提出人的天赋素质相近，个性差异主要是因为后天教育与社会环境影响(“性相近也，习相远也”)。因而人人都可能受教育，人人都应该受教育。他提倡“有教无类”，创办私学，广招学生，打破了奴隶主贵族对学校教育的垄断，把受教育的范围扩大到平民，顺应了当时社会发展的趋势。 他主张“学而优则仕”，学习了还有余力，就去做官。他的教育目的是要培养从政的君子，而君子必须具有较高的道德品质修养，所以孔子强调学校教育必须将道德教育放在首要地位(“弟子入则孝，出则悌，谨而信，泛爱众，而亲仁。行有余力，则以学文”)。 孔子在教学方法上要求老师“有教无类”、“经邦济世”的教育观，“因材施教”、“启发式”的方法论、注重童蒙、启蒙教育。他教育学生要有老老实实的学习态度，要谦虚好学、时常复习学过的知识，以便“温故而知新”、新知识引申拓宽、深入，“举一而反三”。 孔子道德教育的主要内容是“礼”和“仁”。其中“礼”为道德规范，“仁”为最高道德准则。“礼”是“仁”的形式，“仁”是“礼”的内容，有了“仁”的精神，“礼”才真正充实。 在道德修养方面，他提出树立志向、克己、践履躬行、内省、勇于改过等方法。“学而知之”是孔子教学思想的主导思想。在主张不
耻下问、虚心好学的同时，他强调学习与思考相结合(“学而不思则罔，思而不学则殆”)，同时还必须“学以致用”，将学到的知识运用于社会实践。 他最早提出启发式教学。他说：“不愤不启，不悱不发。”意谓教师应该在学生认真思考，并已达到一定程度时恰到好处地进行启发和开导，他又是在教学实践中最早采用因材施教方法的教育家。通过谈话和个别观察等方法，他了解和熟悉学生的个性特征，在此基础上，根据各个学生的具体情况，采取不同的教育方法，培养出了德行、言语、政事、文学等多方面的人才。 孔子热爱教育事业，毕生从事教育活动。他学而不厌，诲人不倦。不仅言教，更重身教，以自己的模范行为感化学生。他爱护学生，学生也很尊敬他，师生关系非常融洽。他是中国古代教师的光辉典型。 孔子的教育活动不但培养了众多学生，而且他在实践基础上提出的教育学说，为中国古代教育奠定了理论基础。由于孔子保守的政治态度，因此对待经济制度的改革也反映了保守的思想。 比如鲁宣公十五年(西元公元前594年)实行“初税亩”，从法律上承认私田的合法地位，是春秋时代的重大经济改革;但是据《左传》说，孔子修《春秋》时记载“初税亩”，目的是批评其“非礼也”。而民众不富足，国君没有富足的。 在《论语;尧曰》中还记载，孔子主张“因民之利而利之”，即对民众有利的事情才去做。另一方面，他又主张赋税要轻一些，徭役的摊派不要耽误农时。
高等职业教育理论与实践课程的整合
摘要：论述了高职教育理论与实践课程整合中存在的问题；高职教育理论课与实践课程二元分裂的危害；并以任务驱动整合模式、“教学做合一”整合模式为例，阐述了高职教育理论课与实践课的整合方法。关键词：高职教育；理论课与实践课；学科式课程模式；任务驱动整合模式一，高职教育理论与实践课程整合存在的问题编辑。理论课与实践课是高职教育课程体系中的两种课型。理论课一般包括普通文化课、专业基础课、专业课；实践课主要包括实验、实习、实训课。理论课学习的目的是奠基人文素养、掌握专业理论和技术知识；实践课主要是培养职业能力、习得应用技能。两类课程各司其职，互为补充，共同为培养高技能专业人才服务。但就当前高职教育的教学实践看，这两类课程由于整合不够科学，搭配尚不默契，运作不善创新，并没有很好地发挥培养高技能人才的合力作用，相反，还存在着不少亟待解决的问题。 1．沿袭“三段式”的学科式课程模式。“三段式”课程是当前高职课程结构和分类的一种通用模式。即把课程分为普通文化课、专业基础课与专业课、实践课三大块进行教学。这种课程体系和布局本质上还是属于学科导向的“知识本位”模式。 (1)从课程内容看，以理论知识为主体。前两“段”都是属于理论知识板块，占70％—80％的比例，同时理论知识教学有明确的规范和要求，而实践教学要求和规范比较模糊，不够完善。(2)从课程结构看，以理论课程学习为起点，学生头脑中建构起来的知识还是以理论知识为核心，而不是以实践需要为核心。(3)从课程内容和组织模式看，“三段式”课程都是有独立、完整的知识体系的，并没有按照技能实践和职业岗位的需要整合教材，课程内容与职业需要相脱节。(4)从课程实施看，“三段式”课程还是以课堂学习为主要形式的，而实践过程作为一种学习形式，只是依附于理论学习，而且即便如此也没得到足够的重视和践行。(5)从课程评价看，“三段式”课程还是以书面评价学生学习结果的，并未采用学生制作的样本来评价。因而“三段式”课程模式虽有理论课、实践课之名，但只是机械拼合、平行叠加，并未进行科学整合，在课程实施上也是与高职人才培养的目标与要求、规律和特点是相违背的。 2．理论课与实践课课时比例失衡。从时间的总体分配看，现行高职一般第一学年学习普通文化课，第二学年为专业课，第三学年上实习实践课。而第三学年学生面临就业压力，真正有效的学习时间就是一个学期。形成了4：1，甚至5：1的理论课与实践课学习时间比。再从具体的课时执行看，教育部2000年《关于制定高职高专教育专业教学计划的原则意见》明确要求，“三年制专业实践教学一般不低于教学活动总学时的 40％”，但据调查，由于受到资金、设备、师资等因素的制约，多数高职院校实践课开出率都低于这个比例，好一点的也只有 30％[l]。 3．理论课与实践课缺乏科学整合。考察理论课与实践课整合不科学的问题主要有三：(1)时间整合不科学。依据前述，高职前两年学习理论课，第三年才进入实践环节。理论课与实践课间隔时间太长，很不科学。一方面，学生前面学理论时对实践根本不了解，没有实践背景和经验，学习理论的目的性、针对性、动机性不强，而且知行脱节，前学后忘；另一方面，实践教学偏后，相隔两年学生对学过的理论知识的掌握程度要大打折扣。(2)展开顺序不科学。“三段式”课程的展开顺序是先理论后实践。以理论学习作为职业教育的切人点，难免有错位之嫌。(3)方法整合不科学。现行高职理论课与实践课采用的是叠加式的整合模式，理论课与实践课只是被机械地叠加拼合在一起，二者之间形成的是基础和承载的依附关系，而且实践课还在实际操作中被“矮化”和“窄化”。二、高职教育理论与实践课程二元分裂的危害高职教育理论课与实践课程整合上存在的问题，造成了两类课型长期貌合神离、二元分裂的现状。其所形成的危害是多方面的。 1．课程观念失去准绳。高职教育是培养高技能专门人才的教育，其课程设置应该为培养具有应用技能、职业素养、实践智慧的高技能人才服务，遵循“能力本位”课程观，突出实践在课程体系中的核心地位。而当下的高职教育课程体系奉行的却是理论先行、理论为主的教学策略，理论知识依然是教育内容的主宰。这就必然造成课程建构与课程目标的冲突、培养手段与培养目标的背反，其结果只能离人才培养的目标越来越远。问题在于随着知识增长和频变的加快，终身学习和知识经济的要求，人
建构主义与建构主义学习理论综述
建构主义理论与教学改革——建构主义学习理论综述 作者：温彭年;贾国英教育理论与实践 一、建构主义——一种重要的学习哲学 作为一种学习的哲学，建构主义至少可以追溯到18世纪拿破仑时代的哲学家维柯(Giambattista Vico)，他曾经指出，人们只能清晰地理解他们自己建构的一切。从这以后许多人从事过与这一思想有关的研究。从哲学角度看，建构主义扎根于对理性主义与经验主义的综合，他们认为，主体不能通向外部世界，而只能通过利用内部构建的基本的认识原则去组织经验，从而发展知识。本世纪对建构主义思想的发展作出重要贡献并将其应用于课堂和儿童学习与发展的主要有杜威、皮亚杰和维果茨基等人。 1.杜威的经验性学习理论 杜威认为，真正的理解是与事物怎样动作和事情怎样做有关的，理解在本质上是联系动作的。由此出发，他将立足于“行动”的学习与不确定情境中的探索联系在一起，正是情境内在独特的、积极的、不确定性才能使探索存在并激励和指导着探索的前进。杜威强调，教育必须建立在经验的基础上，教育就是经验的生成和经验的改造，学生从经验中产生问题，而问题又可以激发他们运用探索的知识产生新概念。 2.维果茨基教育思想 俄国杰出的心理学家维果茨基的研究，对于理解建构主义也是十分重要的。维果茨基坚信，儿童是在摆脱日常概念和成人概念的“张力”中学习科学概念的。如果仅仅将源于成人世界的预成的概念呈现给儿童，那么他就只能记忆成人有关这一想法所说的一切。他强调，个体的学习是在一定的历史、社会文化背景下进行的，社会可以对个体的学习发展起到重要的支持和促进作用。维果茨基很重视学生原有的经验与新知识之间的相互作用。他们将学习者的日常经验称为“自下而上的知识”，而把他们在学校里学习的知识称为“自上而下的知识”，自下而上的知识只有与自上而下的知识相联系，才能成为自觉的、系统的知识；而自上而下的知识只有与自下而上的知识相联系，才能获得成长的基础。 3.皮亚杰的建构主义观点 建构主义的先导当属皮亚杰。皮亚杰的建构主义基于他有关儿童的心理发展的观点。他发展了发生认识论，区分出一个孩子在建构一种世界模式时，必须经过不同的认识阶段。他确信，学习最基本的原理就是发现。根据皮亚杰的观点，他认为知识既非来自主体，也非来自客体，而是在主体与客体之间的相互作用过程中建构起来的。一方面，新经验要获得意义需要以原来的经验为基础；另一方面，新经验的进入又会使原有的经验发生一定的改变，使它得到丰富、调整或改造，这就是双向的建构过程。 从现实缘起来看，建构主义是针对传统教学的诸多弊端而提出的。传统的认识论和认知科学认为，知识是对外部客观世界的被动反映。因此，教学的目的就是使学生通过教学过程获得这样的现实映象。为此，学生必须以某种方式从环境中获得信息，也就是说要对他进行“教学”。这种朴素的观点认为，我们的感官就像照相机一样工作，即拍摄出世界是如何“真实地”作用于我们的脑的映象，并利用这一映象作为一种“地图”，即以出自该客体结构的略微不同的形式进行编码。这种观点很快引出许多概念问题，这主要是因为它忽略了世界的无限复杂性。此外，详细的观察也表明，在所有的真实案例中，认知并不是这样进行的。主体在进行认知时，积极地产出大量潜在的模式，而外部世界的作用则在于选择，即在排除其他模式时，强化其中的一些模式。有人对传统教学中学生的知识做了这样的概括：(1)不完整，过于空泛，过于脆弱；(2)惰性，无法在需要的时候运用；(3)不灵活，无法在新的或类似的情境中迁移应用。如何缩小学校学习与现实生活之间的差距，这是建构主义者所关注的核心问题之一。建构主义的观点强调，建构首先服务的是自身的目的，主体希望能控制他所感觉到的东西，以便从其首选的目标状态中排除一切与之相背离和产生干扰的东西，控制自身需要的并可以加以控制的事物模式。但是该模式只应包括与主体的目标和行为相关的那些方面，从而有可能去适应变化了的环境。作为教育界的一种新的认识论和学习理论，建构主义对传统教学观念提出了尖锐的批评，对学习和教学作出了新的解释，以这种理论为基础，研究者提出了一系列改革的设想，这对改革传统教学具有重大意义。
教育理论与教育实践的关系(DOC)
浅谈教育理论与教育实践的关系 摘要：随着社会的发展，关于教育理论与教育实践关系问题的认识也越来越深刻，越来越多元化。教育理论与教育实践的关系主要有如下一些认识：一是教育理论与教育实践是本然脱离的；二是教育理论指导教育实践，教育实践依赖教育理论；三是教育实践独立于教育理论之外，本身具有自主性。除此之外，学者们对此各抒己见：有学者认为教育理论与教育实践是本然统一的，有学者认为教育理论与教育实践是相互滋养的关系，有认为教育理论与教育实践是紧张性关系，也有将二者的关系等同于自然科学领域中理论与实践的关系，等等。本文分析了教育理论与教育实践的内涵，历史发展，逻辑基础，阐述了关于二者关系的一些观点，提出当今主要问题并找出改进策略。教育理论与教育实践的关系是一个宏大问题，其中关涉了教育领域许多方面的问题，因此，需要人们对此进行孜孜不倦的探寻。 关键词：教育理论，教育实践，教育理论与教育实践的关系 一、概念分析 （一）教育理论内涵 1.定义 教育作为一种人与人之间互相影响的活动，从对象上来说，与亚里士多德所说的“理论之学”并不相同，因为人事是处于变化之中的，而“理论之学”是以永恒为对象的；与亚里士多德的“制作之学”及近代的自然科学理论也不相同，人事不存在“制作之学”及自然科学理论那种客观的对象。因此，教育理论应该是属于亚里士多德所说的“实践之学”。 对于教育理论，与一些其它教育学的相关名词一样，并没有一个所谓的定论。我国教育学者叶澜在《思维在断裂中前行——教育理论与教育实践关系的在寻找》一文中指出：教育理论，作为一个名词，它泛指人们有关教育的理论性认识。所谓理论性认识是指一种认识的结果，它是理性思考的产物，以概括、抽象判断（程度可以不一）为其共同特征，而概括、抽象的层次与类型的差异则构成其内部的层级与类型。英国教育哲学家赫斯特（P.H.Hirst）从理论的实践性特点出发认为：教育理论是有关阐述和论证一系列教育实践活动的行为准则的理论。 教育理论，我认为一定是一种有体系的认识，甚至是可操作的认识。教育理论是教育思想的系统表述，教育理论是教育思想的高级形态。中国古代许多教育家的成果最终只能成为“思想”而不是“理论”，主要是因为“思想”没有成为体系，没有分条逐析。而一些西方教育家则使自己的成果形成体系，甚至可以作为方法直接应用于