广西农村女童教育问题分析及对策研究

女童教育对女童个人、家庭、民族和社会的发展与进步有着重要的意义。近十年来,我国经济快速发展,综合国力大幅提升的同时,农村女童的教育状况却不甚理想。近年来,基础教育出现滑坡现象,学生辍学人数并没有得到有效控制,教育质量遭到社会质疑;经济发展相对滞后的民族地区女童完成九年义务教育比例较低,在新形势下广西农村女童教育面临着一些新的问题

福禄贝尔发展原则对家庭教育的启示

福禄贝尔基于夸美纽斯、卢梭和裴斯泰洛齐的发展理论提出了人的发展阶段的不可割裂性、个体发展的智情体相统一性和儿童独特的内在生长力等发展原则。福禄贝尔的发展原则在其教育思想中占有非常重要的地位,并对当今儿童的教育有很大启示:家长要尊重儿童,从儿童身心一致为起点,静待孩子成长

The Discussion on Teachers'Nationality Development in National Institutes Connotative Development

民族院校是中国少数民族高等教育的独特形式。在我国高等教育实现内涵式发展的场域下,民族院校作为高等教育体系中的有机组成部分,谋求内涵式发展注定成为历史之必然。民族院校教师作为传承与发展民族文化、构建特色学科、培养少数民族人才的主要执行者,是形成特色办学的关键力量,其本身所具备的民族性,是内涵式发展场域下民族院校教育质量提升的重要动力。当前,民族地区寻求民族院校教育内涵式发展,提高民族院校教育质量,凸显特色办学的功能,亟需民族院校通过教师的民族性,彰显自身的独特性和实现培养优秀少数民族人才的根本目标。The national college is a unique form of Chinese ethnic higher education.In the field of our country's higher education is to realize the connotative development,ethnic college as an organic part in the higher education system seeks the connotative development destined to become the necessity history.National college teachers are the main practitioner for parsing and inheriting the national culture,constructing characteristic discipline,training minority talents,and they are the key strengths to the formation a college's feature,the nationality which they has in connotative development field is important motivation in order to change the national college education quality.At present,ethnic areas seek the connotative development of national colleges education,improving the quality of ethnic school education,highlighting the function of running characteristics school,national college through teachers' nationality reveals its unique national concept and achieves the basic goal of cultivating outstanding talents in ethnic minorities would be a urgent need.广西哲学社会科学研究2013年课题“民族地区高等教育内涵式发展研究”(项目编号:13MJ13)的研究成果； “广西特聘专家”项目经费资

School-based Training： a Necessary Choice for Teachers＇ Professional Development in Ethnic Border Areas——A Case Study of L County of Guangxi Zhuang Autonomous Region

教师培训对教师专业发展意义重大。边境民族地区师资队伍有其特殊性,自上而下、"走出去"、集中性的常规培训未能较好地帮助广大教师解决实际困难,培训效果不甚理想。本文以广西L县为个案,剖析边境民族地区常规培训的局限性,论证校本培训的优势,提出边境民族地区"以师为本"的校本培训策略,对边境民族地区教师专业发展具有较强的实践意义。Teacher training is of great importance to teachers＇ professional development. Teaching team in ethnic border areas has its special characteristics and the effect of normal concentrated training from top to bottom and going out is poor which can hardly help teachers solve their problems. This paper,taking Longzhou County as an example,analyzes the limitations of normal training,discusses the advantages of school-based training,and puts forward strategies of teacher-oriented school-based training which are of great practical significance to professional development of teachers in ethic border areas.2015年全国民族教育研究合作课题“广西边境地区跨境民族教育发展对比研究”(项目编号:MJZXHZ15009)的阶段性成果； “广西特聘专家”专项经费的资

Panoramic View:on the Change of National Higher Education from Extensive Development to Connotative Development

内涵式发展是与外延式发展相对应的一个概念。外延式发展,即受外在条件、目的及需要等外部因素的影响控制;内涵式发展,则是受自身内部的规律、结构及质量等内部因素支配,是在外延式发展的基础上进行自身的协调优化。通过剖析我国民族高等教育的发展历程,明析从外延式发展向内涵式发展转变是其自身发展与社会发展的必然要求。推进民族高等教育的内涵式发展,应当以提高民族高等教育质量为重、以培养少数民族地区人才为本、以民族文化传承与创新为特色。这是遵循民族高等教育内在规律的改革发展。The connotative development and the extensive development is a synthesis that filled with dialectical unity.The extensive development was influenced and controlled by external condition,external objective,requirement and so on.The connotative development,contrarily,was dominated by its own internal rules,structure,quality and so on.The connotative development coordinates and optimizes itself based on the extensive development.Through the deep analysis of the development of Chinese national higher education,it can be seen that the process from the extensive development to the connotative development is an inevitable direction for its own development as well as social development.Following its own external rules,promoting the development of national higher education is a reform and development which lays much emphasis on improving the quality of higher education and cultivating the talents of ethnic regions,and is also marked by inheritance and innovation of the national culture.广西哲学社会科学规划2013年度课题“民族地区高等教育内涵式发展研究”(13MJ13)； “广西特聘专家”项目经费资

Panoramic View：on the Change of National Higher Education from Extensive Development to Connotative Development

内涵式发展是与外延式发展相对应的一个概念。外延式发展,即受外在条件、目的及需要等外部因素的影响控制;内涵式发展,则是受自身内部的规律、结构及质量等内部因素支配,是在外延式发展的基础上进行自身的协调优化。通过剖析我国民族高等教育的发展历程,明析从外延式发展向内涵式发展转变是其自身发展与社会发展的必然要求。推进民族高等教育的内涵式发展,应当以提高民族高等教育质量为重、以培养少数民族地区人才为本、以民族文化传承与创新为特色。这是遵循民族高等教育内在规律的改革发展。广西哲学社会科学规划2013年度课题“民族地区高等教育内涵式发展研究”(13MJ13);“广西特聘专家”项目经费资

广西瑶族女预科生16PF人格特征的调查分析

探讨广西瑶族女预科生的人格特征,为瑶族女学生的心理健康教育提供参考依据.采用卡特尔16种人格因素问卷(16PF),对广西瑶族预科生204人和311名汉族女生进行群体心理测试.结果发现:1)瑶族女预科生在乐群性、敏感性、紧张性、适应与焦虑性等4个因子得分显著高于瑶族男性预科生,在稳定性、开放性、感情用事与机警性因子3个因子上得分显著低于瑶族男性预科生;2)瑶族女预科生在兴奋性、内向与外向性因子上得分均显著低于汉族大一女生,表现出个性特征为内向、严肃、沉静、寡言、审慎.在紧张性、敢为性因子上,瑶族女预科生与汉族大一女生的差异边缘显著,瑶族女预科生在紧张性因子上得分低于汉族大一女生.教育部人文社会科学研究规划基金项目(11YJA880044)； 广西教育科学“十二五”规划2015年广西民族教育研究专项课题(2015ZMJ018