班主任专业化建设的任务与对策

班主任专业化建设是时代的强烈呼唤，是现实的迫切需要，是教师专业化发展的必然结果。班主任专业化建设需要明确班主任的角色定位、健全班主任工作的政策法规、以行动研究引领班主任专业发展，可以通过加强班主任道德建设、能力建设、制度建设等方式实现。     

Action groups as a participative strategy for leading whole-school health promotion: Results on implementation from the INCLUSIVE trial in English secondary schools

Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole-school health promotion. Such groups can coordinate multi-component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole-school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole-school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.     

FTIR研究TC—114对环氧树脂固化的催化作用

用FTIR“原位”技术,研究TC—114偶联剂对环氧E—44和二氨基二苯基甲烷(DDM)固化反应的催化作用,得出固化程度与时间的关系曲线.结果表明,催化作用明显.     

论为了学生幸福的教育——教育如何帮助学生实现幸福

幸福是人生活的主题,成就学生的幸福人生是教育事业的神圣使命。幸福意指一个人热情而又执着地面对生活时所幸遏的一种和谐、惬意的存在状态。指向学生幸福的教育行动是多元化的,培养生活能力、教会学生欣赏、培育卓越品性、优化生活方式等都是教育者把学生引向幸福的重要路径。     

诚实守信是立人立国之本

“诚信”的本意是诚实无欺、信守诺言。儒家将“诚信”推崇为一种道德规范和自我修养的内容。认为“诚”是天赋予人的道理,人应“以诚为本”。效法天道真实无妄的品德,实现人的道德价值。认为“信”是立人立国之本,将其列为“五常”之一,要求人“言必信,行必果”。为此,“诚信”被奉为修身、立业、治国、用人、交友等的重要道德原则,成为中华民族的一种传统美德。在建设社会主义现代化,发展社会主义市场经济的今天,它仍然具有重要的意义,因而成为《公民道德建设实施纲要》的重要内容之一。     

课程改革校本行动的理念和策略

新一轮课程改革是深化基础教育改革,推进素质教育的重要举措,学校要结合自身实际,积极行动起来;充分认识此项改革的必要性、迫切性,树立正确的教育价值观、质量观;突出课程的选择性、适应性,加大课堂教学改革力度,加强对学生自主学习的指导;重建学校教学研究,从而促进学校健康发展。     

Understanding the complexity of teacher reflection in action research

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.     

Benchlearning – an action research program for transforming leadership and school practices

ABSTRACT

In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations.     

社会资本的合作博弈机制分析：一种新解释范式的选择

社会资本理论超越古典经济学理性人假设,将“文化”纳入到其解释范式之中,通过网络、结构、规范等范畴展开对人际行为的研究。社会资本理论在解决集体行动困境、信息共享以及互惠利他行为三个方面提供了走出非合作博弈困境的可能。合作博弈机制的形成依赖于社区文化、历史传统等社会资本要素的长期积累;合作博弈水平与社会资本积累程度成正比,高水平的合作将按路径依赖理论而呈加速度生成趋势,反之亦然。     

审视国家助学贷款政策

随着高等教育的发展,高校贫困生问题日益突出,高等教育的资金需求越来越大,国家助学贷款政策应运而生.理论上,国家助学贷款政策是政府为了促进教育事业的发展、为了高等教育的公平、为了社会的公正而做出的实践性决策,对个人和组织的行为产生影响;其本质是学生、高校、社会之间的利益协调和平衡.就实践而言,学生、学校、政府、银行四方都不同程度地成为国家助学贷款政策的受益者.国家助学贷款工作的健康发展,既需学生、学校、银行和政府的单方努力也需要多方配合.