两个杜威之比较

麦维尔·杜威是美国著名的实用主义图书馆学家,和其生存在同一时代的约翰·杜威是美国著名的实用主义哲学家、教育学家,两个杜威的生平、实用主义思想及他们对中国产生的影响等方面都有着诸多的相似之处.参考文献8.     

陶行知与两个"杜威"

陶行知先生是一个伟大的人民教育家,但他又是一个卓越的图书馆学家.他学识渊博,品德高尚,意志坚定,被人们誉为穿草鞋的洋博士.这当然与他的勤奋好学、刻意研究,远大抱负是分不开的.同时,和他远涉重洋,留美深造的经历又有着密不可分的联系.     

社会转型与杜威的传播思想

传播之于杜威,尽管次要,但意义非同寻常。它不仅曾是杜威的重要的关注对象,而且与他其他领域的许多思想相互关联;它承担了推动社会改革运动的使命,也是晚年杜威在各种不同背景下反复思考的问题。因此,杜威的传播思想不能受到忽略,尤其应该成为传播思想史和传播学理论的研究对象。     

刍议博物馆宣教工作的探索与研究

博物馆是展示、宣传人类历史文化和自然遗产、传播爱国主义教育的重要阵地,而宣教工作是博物馆的重要工作之一,随着社会的不断发展,人类对精神的需求日益增加,博物馆宣教工作将变得更加重要。为充分发挥宣教工作的优势,有必要博物馆宣教工作进行研究。本文主要从两大方面探索与研究了如何有效推进博物馆宣教工作。     

Education Collections as Museum Collections

Museum education collections are inarguably a part of a museum's actual collection, just as are the research/permanent collections. However, past practices indicate that education collections are typically not given equal stature in museological terms. This paper argues that techniques and practices used with research/permanent collections should be applied to education collections, a viewpoint that has not yet been readily embraced. Several methods are addressed for upgrading an education collection to a level similar to a museum's permanent collection. The Lubbock Lake Landmark's education collection serves as a case study to demonstrate the need for the application of proper museological techniques to conform to best practices. A scope of collection was created, preventive conservation techniques were applied, a gap analysis was performed, and legal issues concerning the education collection were addressed.     

博物馆教育空间与活动的“分众化”规划

时下,一些博物馆已开始就其教育空间与相应活动进行“分众化”规划,即根据不同的目标观众进行分层的、有的放矢地组织与计划,以达到“因人施教”、“空间尽其用”的目的。本文应用文献研究法、调查法、定性分析法、经验总结法等方法,以首开先河的美国大都会艺术博物馆、芝加哥艺术博物馆为案例,对博物馆的分众化教育空间与活动实践展开探讨,包括馆内的主要教育空间、“分众化”活动规划、以及规划原则等,以期为国内博物馆界的实践提供参考。     

图书馆即教育——杜威与美国州立图书馆的现代转型

麦维尔·杜威在阿默斯特学院和哥伦比亚大学形成了自己的图书馆学思想,1889年,就任纽约州大学董事会秘书和纽约州图书馆馆长后.他认为美国的公立图书馆不应该仅仅是为政府服务的政府图书馆,而应该作为社会教育机构充分发挥图书馆的教育职能,J或为民众终身学习的"平民大学",完成了美国公共图书馆理念的现代转型.他坚持纽约州图书馆学校的办学事业,为美国图书馆界培养了专业化的馆员队伍.也为图书馆学的学科建制建设奠定了基础.     

儿童博物馆核心教育理念

儿童博物馆在过去二十年间由于种种原因,并没有在中国发展起来。一些相关的基本问题:“什么是儿童博物馆？儿童博物馆展示什么？为什么需要儿童博物馆？”在中国并不为大众熟悉,也没有受到太多博物馆专业领域人士的关注。本文将从影响儿童博物馆的理论及研究,儿童博物馆与其它场馆的区别,儿童博物馆的教育内容等几个方面来介绍儿童博物馆的核心教育理念。以期通过本文能够把儿童博物馆的精髓呈现出来,让更多的人了解并关注儿童博物馆,为中国儿童教育方式的发展提供一些参考。     

民众教育馆图书部探析

简述了民众教育馆图书部的特点,分析了民众教育馆图书部获得发展的原因,论述了民众教育馆图书部的作用。     

Museum Visits,Education, and Topic Interest

This paper compares two perspectives on why individuals visit museums using data from a telephone survey conducted in Minnesota in 1996. One perspective holds that individuals visit museums because of interest in the materials exhibited. Another holds that visits to museums are markers of social status, influenced more by social class variables, such as educational attainment. Information from the survey allows for construction of a set of interest indices, which reflect the respondents' levels of interest in various museum topics. The survey data also allow the estimation of regression models that test the relative roles of interest versus respondents' educational attainment as indicators of their likelihood of visiting any one of five different types of museums. Results show that topic interest is a stronger predictor than educational attainment. The implications for attracting museum visitors are discussed.     

辨析博物馆展品与博物馆教育之关系

本文围绕展品与博物馆教育的关系,提出展品是博物馆教育的基础、展品的教育功能需要通过教育活动加以体现、基于展品的教育是博物馆教育区别于学校等其它教育的最大特色之一等观点,并围绕以上观点结合英国、爱尔兰、台湾等博物馆的教育活动实例进行论证,探讨了博物馆日常教育活动与展品相结合的可行方法。     

A Consideration of Museum Education Collections: Theory and Application

Abstract This article addresses problems associated with museum education collections. Museum education collections are used to provide visitors with opportunities to handle museum objects. These collections are primarily composed of objects that are damaged, lack provenance, or do not fit the scope of the collection. Sometimes, these collections are displayed haphazardly and their interpretation may lack thematic context. Some museum education collections are not being utilized to their fullest educational capacity. The application of cognitive, exhibition, and collections management theories can alleviate some problems with museum education collections. A critique of the education collection at the Lubbock Lake Landmark is presented as a case study of these problems and some of the potential solutions to them. The study can be used as a template by other museums to solve similar problems in their education collections.