论教育学研究对象

确定教育学研究对象是教育学成熟的重要标志。教育学的研究对象是教育问题,主要依据是：把教育问题确定为教育学的研究对象符合各门科学形成的规律性：教育学以教育问题为研究对象反映了解决教育学领域特殊矛盾的客观要求。教育学确定研究对象后,应把握与教育学研究目的和研究任务的联系。     

Assessment Procedures for Skills‐Based MBA Courses Adapted from the U.S. Army Reserve Officer Training Corps Leadership Development Program

Measuring student progress toward the achievement of learning outcomes in negotiation skills courses is a difficult task. Measuring the effectiveness of the delivery of course instruction can be equally challenging. This article proposes some answers to these questions: How can student performance in skills such as negotiation, leadership, and teamwork (sometimes referred to as “soft skills”) be effectively measured and accurately evaluated? What standards can be used to determine whether student performance is superior, adequate, or inferior? How can teaching effectiveness be evaluated to determine whether students are receiving the instruction necessary to achieve the course learning objectives? This article describes how the authors collaborated on an adaptation of the assessment processes used in the U.S. Army Reserve Officer Training Corps (ROTC) cadet Leadership Development Program for use in an MBA course on negotiation skills. We report on a pilot effort that has demonstrated that the ROTC‐style leadership assessment process can be successfully adapted for use in a graduate course on negotiation and that it provides useful means for evaluating both individual student performance and overall course effectiveness. While our work involved a negotiation course, we suggest that the process could be adapted for use in other skills‐oriented courses such as leadership.     

论参与式教学方法在大学教育中的运用--以《社会保障概论》教学为例

提高教学质量,是高校办学的目标之一,采取适当的教学方法是教师完成其教学目的的关键。本文在分析大学生学习动机、记忆力及注意力分布特点等基础上,以《社会保障概论》课程教学为例,探讨如何运用参与式教学方法满足大学生学习的各种特点和要求,提高大学教学质量。     

实践哲学的沉沦与近代教育学的分裂

赫尔巴特开创的近代教育学之所以走向分裂 ,原因即在于其基础———实践哲学的沉沦。实践哲学理应关涉具体的历史的实践行为 ,而不是抽象的理念活动。赫尔巴特把可塑性和概念的论述放在教育学的中心位置 ,以之代替具体的生命实践 ,必然引致本真实践哲学的蜕变和近代教育学的分裂。     

The Voice of Young People

No abstract available for this article.     

Learning at the Edges: Participatory Action Research and Child Maltreatment in Post‐War Guatemala

This article focuses on the effect of Participatory Action Research (PAR) on changing parents’ disciplinary practices and galvanising community organisation in Guatemala City. The article analyses PAR with reference to Carr and Kemmis’s threefold typology. The project involved a transition from a technical model, in which participant actors investigate a subject proposed by the lead researcher, through a practical stage, in which participants and lead researcher interact on an equal basis, to participant‐led action that has a critical intent.