深化马克思主义政治经济学教学改革的思考

深化马克思主义政治经济学教学改革的关键在于必须切实改革教学内容与改进教学方法.改革教学内容,坚持马克思主义政治经济学的基本原理,重视理论联系实际的环节,对西方经济学理论采取应借鉴和吸收的态度.改进教学方法,应重视开展讨论式教学,重视开展实践性教学,重视引入案例式教学,重视应用多媒体教学手段.     

多元文化下的澳洲社区警务

作为一个典型的移民国家 ,澳大利亚的多元文化带来了诸多挑战与机遇 ,它给警务工作的冲击也是极其巨大的。澳洲警方推行社区警务 ,适时地采取“邻里守望”、“扩大服务面”、“加强警民联络与反馈”等措施 ,不仅为澳洲人民创造了安定的生活 ,而且也为世界各国警务建设带来启迪与借鉴。     

An examination of the effectiveness of Readers’ Theatre as a teaching strategy in legal education

ABSTRACT

The effectiveness of the case method of legal education in preparing for the practice of law has been questioned for more than a century. Students are encouraged to conceive conflict in a manner that often does not provide adequate context for the application of their personal perceptions of justice. A resulting criticism of the case method, then, is that it fails to adequately teach students how to act “with ethical substance” in the professional circumstances for which they are being prepared. As a means of addressing this perceived gap, North American law schools have been increasing their use of experiential education methods. In this paper, the utility of Readers’ Theatre (RT) is examined as an experiential teaching strategy to expose law students to the interpersonal and ethical dynamics of legal problem-solving communications.     

我国成人教育学学科发展历史回顾及反思

我国成人教育学学科建设从无到有,取得了可喜的成果,但也存在诸如未形成完善的学科理论体系、缺乏适合本学科的独特的科学研究方法、学科独立性问题尚待解决等许多问题。为此,文章认为未来我国成人教育学学科应实现理论研究和教育实践进一步结合,并借鉴国外经验,参与国际合作。     

Teaching the New Inequalities: Using the Human Development Report as Class Text

In this article we share our experiences helping students to think critically about global issues by using the data and the conceptual innovations presented by the authors of the United Nations Development Programme's Human Development Report We discuss a number of strategies we have applied to actively engage students in the analysis of the extensive data in the Report and the approaches we have taken to help our students understand both the research and the policy implications of the diverse conceptual frameworks introduced in each annual edition. By using a publication that introduces new concepts, new measures, and new insights in each annual edition, we help our students to see how social scientists work and how knowledge is constructed. At the same time, by requiring them to use the data to analyze, compare, and conceptualize, we show them they can "do" social science and discover for themselves some of the realities of the global community described in the more traditional texts.     

多维互动专题教学法在"两课"教学中的应用

文中介绍了多维互动专题教学法的内涵及其在“两课”教学中的应用，揭示了多维互动专题教学法的理论意义和实践意义。     

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 Next Generation: Creating New Peace Processes in the Middle East

This essay describes how Israeli students in a course on mediation and consensus building taught in an Israeli university law department by an American law professor and an Israeli instructor analyzed and studied the conflict in the Middle East. It describes the suggestions they made for process design for the next stages of whatever peace process might emerge for the region. In light of the students' suggestions, the authors present some ideas as to how different approaches to reconciliation and peace might be used, managed, and coordinated.     

Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations

This article examines one especially challenging aspect of active-learning international studies courses—the use of cross-cultural simulations. What is the significance of culture for negotiation? What difficulties might cross-cultural negotiations pose, and how might negotiators work with cultural differences to achieve successful outcomes? Is it possible to model the effects of cultures on negotiators in a classroom role-play? What are the advantages to using cross-cultural simulations, and what difficulties do they entail? How might an instructor make best use of materials that focus on cultural issues and their effect on negotiation? When teaching students of different cultures by active-learning methods, what ought an instructor to bear in mind? What cross-cultural simulations are available, and what readings might be assigned to accompany them?     

Gender flexible pedagogy in early childhood education

Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.