创造力的影响因素及对教育的反思

该文对创造力的影响因素进行了较为全面的整合式的综述，认为创造力的影响因素不应被孤立、片面地看待，任何个体的创造力都是由智力加工、知识、智力风格、人格、动机和环境这六大因素的不同方面联合作用的结果。在此基础上，对学校教育于创造力的消极方面进行了反思。     

更新培训观念 变革培训策略

以外语教师教育为切入点,从外语教师职业专业化、外语教师的培训与发展策略、外语教师作为研究者等角度入手,探讨了新世纪外语教师的培训与发展这一热点问题。     

浅谈知识经济社会的高等职业教育特点

本文分析了知识经济社会的主要特点及其知识经济社会的教育内涵 ;并且结合德国“双元制”教学模式及其对我国高职教育的借鉴和启示 ,重点论述了知识经济社会的高等职业教育的特点和途径。     

优化教育环境 发挥德育功能

德育与环境之间存在着紧密的联系,环境对于激发和形成个人的行为方式有很大影响.学校应不断建设、创造良好的教育环境,使德育教育收到更大的成效.     

高等职教国际贸易专业建设的几点思考

随着中国加入WTO,企业需要大量的国际贸易专业人才。文章从市场人才需求特征、高职办学的特点和优势、国家对高职教育的政策扶持等方面对高等职教国际贸易专业建设的必要性和可行性进行了详细阐述,并提出了一些专业建设中应尽快解决的问题。     

DIY教学模式的探讨

本文主要阐述了在大学教育中学生自学的重要性，并引入DIY教学模式，以改变传统教学中学生被动接受教育的局面。     

Designing education for life on earth

Designing, viewed broadly as the human capacity to link thought and action, has meaning and value in the world that transcends its material associations. Given the nature and urgency of current socioeconomic and ecological problems, the creative, generative concept of design must be made more accessible and useful. Accordingly, my intent is to dispel prevailing, narrow, specialist impressions of design and to advance in the public mind a larger concept that can influence deliberations and behavior in society-at-large. One of today's most critical areas of need, and one where I think design can make a particularly significant contribution, is education. A critical task for such design-based education is enabling people to design an ecologically and economically sustainable future.     

Literacy,technology and ‘technological literacy’

The shortcomings of the technological literacy metaphor are reviewed. The lack of an agreed meaning for this concept reflects a widespread perplexity about how the study of technology should be incorporated into general education. The paper considers how the study of literature and history might contribute to an understanding of technology and posits a framework which permits the study of the made world to be incorporated within a humanistic educational scheme. It is suggested that the historical study of technologies of literacy could play a significant role in curricular integration.Based on a Plenary Address to the second Domains of Literacy Conference:Literacies for a Productive Future Institute of Education London 1/9/94Michael Barnett has been, since 1992, Professor of Technology and Education at the Institute of Education in London University. Prior to that he was Reader in Physics at Imperial College London. His main scholarly activities are concerned with the history, philosophy and sociology of technology and their bearing on educational practice. He has established an MA programme in Technology and Education which reflects these concerns.     

The relationship between technology and science: Some historical and philosophical reflections. Part I

This essay offers a detailed review of the literature on the relationship between technology and science. It is in two parts. Part I begins by describing science and technology, and the differences between them. It then discusses the commonly-held technology-as-applied-science (TAS) view; the origins of this view, the support for it, and the strong historical and philosophical challenges to it, beginning more than half a century ago, are explored. The development of the steam engine is then offered as a brief case study to illustrate that science-technology relations are more complex than implied by the TAS view. Part I concludes with a consideration of ontological arguments supporting the reverse view, namely that technology is often a necessary precursor to science.Part II, to be published in a following issue, explores some of the consequences of the TAS view. One consequence is that it has generated a story-line in which scientific ideas are emphasised and other factors necessary for technological innovation have been down-played. Another consequence is that, even in cases where technology does apply scientific knowledge, the process of application is often considered obvious; the difficulties of translating ideas into artefacts may not be appreciated. The essay argues for the telling of a more complex story of science-technology relations, one which recognises their historical independence in the past, and their mutual, two-way interaction in many modern fields of endeavour. It concludes with a consideration of some economic and educational implications.     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.