财政分权与义务教育财政管理体制问题探析

我国是成功实施财政分权化的国家之一。作为公共财政框架部分之一的义务教育也实行了分权化管理,义务教育办学的责任主要地落在了县、乡两级地方政府身上。而我国庞大的义务教育事业由县、乡甚至村脆弱的财力来承担,可谓“杯水车薪”：一些农村地区和贫困山区学龄儿童无学可上,无书可读等现象屡见不鲜。可见过度分权化的义务教育财政管理体制是制约当今中国义务教育发展的症结所在。     

论生态经济理论与科教兴农战略

融生态经济理论于科教兴农战略之中,以协调人与自然、经济与生态的关系,指导技术政策的制订和技术措施的选择以及科技兴农成果的评价,是中国式农业现代化的正确选择。     

邓小平教育思想浅析

邓小平教育理论是邓小平理论的重要组成部分 ,本文从邓小平教育思想的战略地位 ,邓小平教育思想的指导思想及如何加强现阶段我国教育工作这三个方面的内容出发 ,使我们认识到认真学习和研究邓小平教育理论对迎接知识经济时代 ,全面实施科教兴国的战略方针 ,具有特别重要的意义。     

谈学校体育中体育文化的教育功能

在学校体育中对学生进行体育文化教育的关键是对学生进行体育精神的培养与教育。同时提出了体育精神包含着现代人自强不息的拼搏精神 ,发展自我的超越精神 ,费厄泼赖的竞争精神及真善美的追求精神等四方面的内容。     

德国职业技术教育的特点及其发展趋势

德国发展职业技术教育对其社会经济发展起了积极促进作用。通过对德国职业技术教育发展状况、特点极其发展趋势的分析,学习与借鉴其成功经验,对于我国职业技术教育将提供有益启示。     

Developing holistic leaders: Four domains for leadership development and practice

Leadership development and practice have traditionally been quite narrow, with a decided focus on the analytical realm of leadership. However, the contemporary climate of corporate scandal and resultant loss of societal confidence, coupled with the evolving demands, needs, and expectations of employees, point to the potential need for a more holistic approach to leadership. Thus, this article proposes how management education and leadership development programs can develop holistic leaders that are adept at operating in the analytical, conceptual, emotional, and spiritual domains of leadership practice. An integrated model for holistic leadership development and practice that addresses all four of these domains is proposed, and grounded in both established and emerging leadership development theory. Additionally, a leadership development classification scheme is proposed based on classroom, job, and organizational contexts.     

论高校体育实验室器材的管理策略

在我国教育事业不断发展的背景下,各所高校的教学设备与教具在不断完善与健全,旨在为学生学习与锻炼提供各类协助,促使学生全面成才。教学设施数量的增多与种类的健全,意味着管理工作量在加大,做好管理工作显然已经成为当下高校的重点任务。论文站在体育视角,对高校体育实验器材的管理进行深入探究,并提出一些管理策略,希望可以给相关人员带去管理灵感。     

英语实施素质教育之我见

文章讨论了如何提高英语教师素质的几种途径 :勤于学习 ,扩大知识面 ,进修深造 ,以及在英语教学中优秀教师应当为学生创造良好的素质教育环境 ,以学生为中心 ,激发学生学习的兴趣 ,学导结合等。     

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。     

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.