关于德育力量系统的思考

德育是一门系统科学和一项系统工程，德育力量系统是它的一个重要子系统。要用系统观点把握德育力量。发挥德育的作用就是发挥德育力量系统的作用。因此，要了解德育力量系统的内涵，把握构成该系统的力量之要素，就要优化各要素的渗透和结合，充分发挥德育力量系统的功能和作用。     

复杂性视阙下德育灌输的现实反思

当前道德教育存在的实效性不强的问题,其症结就在于我们以简单性思维方式指导德育灌输。社会的遽变、价值多元时代和人自身的复杂性为德育灌输从简单性走向复杂性提供了前提条件。用复杂性重构德育灌输,需要我们至少做到以下几点：坚持德育灌输与发挥受教育者的自组织作用相结合;重视和关注德育事件;在坚持整体性的基础上注重各个因素的作用,形成全方位的灌输网络系统;借鉴混沌论,在有序与无序之间进行德育灌输。     

A teleonic framework for the discussion of education policy and governance

The education systems of many countries are experiencing problems of crisis proportions today. The main reasons for this state of affairs are not so much the economic difficulties, but the outdated world views and models on which the education system is based. The present paper discusses the existing education system in terms of Teleonics, which is a process-based approach derived from general systems thinking. This approach helps to place the difficulties experienced in education in context and to formulate a more suitable system for education which would contribute to the development of both the individual and the society in which the individual find him/ herself.     

全面质量管理和ISO9000两种教育质量管理方法的比较分析

本文是对两种教育质量管理方法,全面质量管理和ISO9000的比较分析。为了有助于深入理解两种方法在教育领域中应用的潜力与不足,本文还讨论了教育质量问题产生的背景及教育质量的内涵。     

教育对农村居民人均家庭纯收入影响的计量分析

通过对我国农村教育和农村居民劳动力文化程度的定性分析，建立以所受教育程度衡量尺力资本的卢卡斯人力资本模型，反映我国2007年农村居民家庭劳动力文化程度对农村居民人均家庭经营纯收入的影响。通过模型的分析得到我国农村教育改进的方向。图2，参6。     

区域差距与两级政府公共教育分担的博弈分析

在代际交叠模型的基础上,构建了分权体制下中央和区域政府公共教育投入的动态博弈模型,探讨了存在区域不平衡情形下两级政府公共教育投入分担及其对区域差距演变的影响.分析显示,中央政府是否应进行公共教育投入依赖于区域差距的程度,但二者并不呈单调正相关关系,同时导出并分析了在区域差距程度的不同范围下中央和区域政府的均衡教育投入分担,并进一步据此探讨了差距的演变趋势.最后,结合我国实际,讨论了政策含义.     

儿童交通安全教育的事故现场三维仿真研究

儿童交通安全教育是十分重要的,但传统的教育方式仍不生动,且缺乏交互性。基于建构主义学习理论和现代教育技术,提出了交通安全教育的一种新方法。建立了包含虚拟人和轿车的三维交通仿真系统,用户可以扮演和控制一个虚拟儿童过马路,仿真系统具有交互性并且生动形象,虚拟妈妈也集成到该系统中,如果儿童安全地到达马路的对面,妈妈就会微笑;如果儿童被车撞倒,妈妈就会伤心哭叫。演示的结果显示,儿童喜欢这种新的教学方法。     

Distance Education: A Reflective Action Research Project and Its Systemic Implications for Higher Education

This reflective action research study examines faculty experience with distance education. Distance education has become increasingly of interest in higher education and is seen by many as the opportunity for systemic change in higher education. This study is a reflective action research project which examined the author's experiences teaching a distance version of a basic instructional design course at the same time as teaching a residential version of that same course. The examination finds significant faculty issues that emerged during the experience and specifically found concerns with the distance education learner. In the end, the study finds that as a tool for systemic change of higher education, distance delivery will have to engage faculty with their concerns in more substantive ways than they have to date. In essence, this study asserts that the current demands on distance educators are not motivating for traditional faculty members because of increased time demands, lack of traditional rhythm, lack of personal contact with students, and less evident interest among distant students in the areas that faculty value.     

系统思维方式与主体价值观的提升

人的价值观的提升应是一项系统教育过程。教育要成功，必须要关注教育信息的互动性与互应性，促使价值观教育方式科学化、合理化。     

现代系统科学理论:构建德育内容体系的新思维

本文认为,个体的生活成长轨迹和道德需求能较好地把德育主体、环境和过程三者之间形成一种和谐的有机联系,并且个体的生活成长轨迹为我们构建德育内容体系提供了清晰的路径,依据人的生活成长的道德需求把德育内容体系分为六个部分:家庭活动德育内容、社会活动德育内容、学习活动德育内容、职业活动德育内容、生态科技德育内容、自我发展完善德育内容。     

教学互联网络

自然界的演化 ,人类社会的进步 ,不断地对教育和教学提出了挑战 .在当今知识爆炸和通讯先进的信息时代 ,如何改进教学方式和方法 ,培训 2 1世纪人才以促进社会的持续发展 ,是本文要讨论的内容 .文章还将介绍一种教学互联网络 GENIe以及以全球气候变化为例说明教学互联网络的作用.     

用系统哲学思想指导责任教育的思考

以系统辩证学的整体优化律为指导，以责任教育的目标、内容、途径、方法、管理、评价六个要素为纬，以幼儿、小学、初中、高中、中职、高职、大学七个学段为经，以目标定位、内涵分解、途径媒介、教育内化、管理实施、评价反馈”六个系统作为运转机制，构建责任教育实施体系。     

A multiyear lags input-holding-output model on education with excluding idle capital

This paper develops a multi-year lag Input-Holding-Output (I-H-O) Model on education with exclusion of the idle capital to address the reasonable education structure in support of a sustainable development strategy in China. First, the model considers the multiyear lag of human capital because the lag time of human capital is even longer and more important than that of fixed capital. Second, it considers the idle capital resulting from the output decline in education, for example, student decrease in primary school. The new generalized Leonitief dynamic inverse is deduced to obtain a positive solution on education when output declines as well as expands. After compiling the 2000 I-H-O table on education, the authors adopt modifications-by-step method to treat nonlinear coefficients, and calculate education scale, the requirement of human capital, and education expenditure from 2005 to 2020. It is found that structural imbalance of human capital is a serious problem for Chinese economic development. This research was supporting by the Key Project of National Natural Science Foundation of China under Grant No. 60874119, Innovation Funds of Chinese Academy of Sciences, Research Fund for Humanities and Social Sciences in colleges under Grant No. 06BJY102, Key project in Jiangxi Soft Science Project under Grant No. [2006]188, Jiangxi Research Fund for Humanities and Social Sciences in colleges under Grant No. 03JJ01, and Henan Research Fund for Humanities and Social Sciences in colleges under Grant No. 2008-ZD-002.     

产学研合作教育：启动培养创新型人才之匙

中国崛起的时代,机会蕴藏在每一个创新的组织里。发挥产学研各方优势联合培养创新型人才,是适应技术创新需求的有效途径和必由之路。本文主要探讨了产学研合作教育是创新型人才培养的有效形式,从产学研合作教育培养创新型人才当前面临的一些瓶颈入手,在教育模式和运行机制等方面进行改革探讨。     

自我教育的系统分析

以系统辩证论为理论基础 ,将自我教育看成是主体系统在一定环境下的系统运行过程。既对自我教育主体系统的构成要素及其功能进行了分析 ,也详细论述了自我教育的系统过程     

从系统的视角看我国教育法制建设的复杂性

我国教育法制建设是一项长期、复杂的系统工程。本文从系统的视角，浅析我国教育系统的复杂性；教育法制系统是一个开放的复杂系统，其复杂性与教育系统的复杂性密切相关；从系统的视角认识我国教育法制建设的复杂性是社会发展和现实生活的需要，也是完善我国教育法制建设的需要。     

A Framework of the Decision Support System（DSS） for Higher Education Appropriate Scale

According to the relation of the developing speed and scale of higher education and those of national economy, the establishing method and structure of higher education appropriate scale DSS CHEASDSS) are researched applying to educational economic principle and decision support system theory.     

关于德育目标系统的思考

从系统论的角度,把德育目标看作一个系统,其要素为道德目标、法纪目标、心理目标、思想目标、政治目标五大要素目标,各要素目标组成有机统一整体。德育目标系统具有的整体性、层次性、动态性与开放性特征是我们科学把握德育目标系统并有效发挥其功能的关键。     

“系统哲学”视域中德育与“全面育人”的关系研究

本文尝试通过系统哲学的分析和研究方法,分析德育的系统构成,并通过要素的不断联系和结构的不断优化促进德育系统的完善和发展,探寻出系统的、发展的和有效的德育方式,使其在对大学生进行全面育人的工作中发挥有效的作用,进而促进大学生的全面发展。     

There is no more important task than transforming education by design

For education we are already in the next century. Whatever we offer in our schools today will define the creative capacity, the competence, and the character of the generation which will shape the society of the 21st century. But many of us share a realization that today's schools are far from being able to do justice to the education of future generations. There is a growing awareness that our current design of education is out-of-sync with the new realities of the information/knowledge era. Those who are willing to face these new realities understand that: Rather thanextend education we shouldtranscend it; rather thanrevising it, we shouldre-vision it; and rather thenre-forming it, we shouldtrans-form it by design.