Ressources
Explorez une large gamme de ressources sur le GCED afin d’approfondir votre compréhension et de renforcer vos activités de recherche, de plaidoyer, d’enseignement et d’apprentissage.
2,193 résultats trouvés
The Influence Mechanism of Students' Information Literacy in Rural Areas (Modern Education Review; No.6, 2022) Année de publication: 2022 Auteur: 宋宇 | 刘芷楠 | 邝艺敏 | 贾朝良 | 梁秋淼 Using information technology to expand the coverage of good education resources is an important breakthrough to realize the high-quality development of rural education. Improving the information literacy of rural students is the key to better play the role of information technology. In order to explore the current situation and influence mechanism of rural students' information literacy, this study selected 26558 rural students of compulsory education, 453 rural information technology teachers and 3096 parents from a province in south China for questionnaire survey, Using the mediating effect analysis method to construct the influencing factor model of rural students' information literacy and the network analysis method was used to explore the interaction mechanism between the influencing factors and information literacy. The results show a low level of rural students' information literacy and insufficient motivation for learning information technology. The weak understanding of the value of information technology mainly limits the improvement of rural students' information literacy. Besides, teachers' low level of information technology and difficulties in using information equipment are constraints to students' information literacy. To improve the information literacy of rural students, efforts should be made in the following three aspects:enhance information technology service support and improve the using efficiency of equipment, enhance the practical efficiency of teacher training and give full play to the exemplary and leading role of excellent teachers, optimize the teaching content of information technology, and improve the cultivation effect of information literacy. 乡村学生信息素养的影响机制探究 (现代教育论丛; No.6, 2022) Année de publication: 2022 Auteur: 宋宇 | 刘芷楠 | 邝艺敏 | 贾朝良 | 梁秋淼 利用信息化手段扩大优质教育资源覆盖面是实现乡村教育高质量发展的重要突破口。为了更好地发挥信息技术的作用，提升乡村学生信息素养是关键。为探析乡村学生信息素养的现状及影响机制，本研究选取了我国南部某省26558名义务教育阶段的乡村学生、453名乡村信息技术教师和3096名学生家长进行问卷调查，运用中介效应分析方法构建乡村学生信息素养影响因素模型，采用关系网分析方法探究各影响因素以及与信息素养之间的交互作用机制。研究发现，乡村学生信息素养水平整体偏低，学生信息技术学习动机不足，对信息技术价值认识薄弱是乡村学生信息素养水平偏低的关键制约因素。此外，教师信息技术水平低和信息化设备使用难的问题也是制约学生信息素养的重要因素。提高乡村学生信息素养应着力从以下三方面入手：增强信息技术服务支持，提高设备使用效能；增强教师培训实践效用，发挥优秀教师示范带动作用；优化信息技术教学内容，提高信息素养培育成效。 
What Kind of Power Does Technology Have on the Development of Education: On the Development Principle of Technical Force in the Process of Educational Modernization (Modern Education Review; No.3, 2022) Année de publication: 2022 Auteur: 余清臣 In the process of continuously promoting the comprehensive modernization of education, the issue of what influence technology has on the development of education has caused many debates and disputes. Therefore, it is necessary to deeply explore the connotation of technology and the possible influence of technology on the development of education. Up to now, technology has been a concept with multiple connotations, which can be divided into two levels:core essence and peripheral influence. At present, the influence of technology with multiple connotations on educational development is manifested in three aspects:technology enriches and upgrades educational means, promotes and changes the action efficiency and life form of educational subjects, and influences and changes the way the educational world is organized. In the process of comprehensively promoting the modernization of education, the planning and application of technological forces in education should focus on promoting the all-round development of mankind in the world, not on defeating or replacing other forces, and pursue the organic combination with other forces. In addition, continuous introspection, feedback and correction are also very important. 技术对教育发展具有什么样的力量: 兼论教育现代化进程中的技术力量发展原则 (现代教育论丛; No.3, 2022) Année de publication: 2022 Auteur: 余清臣 在持续推进教育全面现代化的进程中,关于技术对教育发展拥有什么样影响力的问题已引发不少争议和分歧,因而有必要深入探索技术内涵以及技术对教育发展的可能影响力。不断发展至今,技术已是一个具有多重内涵的概念,可以分为内核实质与外围影响两个层次。具有多重内涵的技术对教育发展的影响力量在当前表现为三个方面:技术丰富和升级着教育手段,技术提升和改变着教育主体的行动效能和生命形态,技术影响和转变着教育世界的组织方式。在全面推进教育现代化的过程中,对技术力量的筹划和使用需要坚持四个主要原则:要以推动世界之中的人类全面发展为中心,不以战胜或取代其他力量为重要目的,要追求与其他力量有机结合,需要进行持续的自省、反馈与校正。 
尊重个体的人: 国际法视野下国际理解教育的核心 (现代教育论丛; No.1, 2023) Année de publication: 2023 Auteur: 涂诗万 | 陈晶莹 国际理解教育中存在“一”与“多”之间的紧张关系。如果回到国际理解教育的源头——国际法，就能找到“一”与“多”之间的结合点，从而可化解它们之间的紧张。在教育目的方面，多项国际法明确规定培养和增进对人权和人的基本自由的尊重是现代教育应有的目的。从教育内容方面看，国际理解教育中的人权教育、多元文化教育、全球视野教育和民族文化认同教育都体现了国际法中尊重个体的人的原则。在教育方法方面，现代教育所倡导的向教师赋权、“学生中心”、自由交流和人道的惩罚都体现了国际法中尊重个体的人的原则。总之，国际理解教育就是要理解国际上共同理解的原则和价值。毫无疑问，国际法正是国际上共同理解的原则和价值的“公约数”。而对每个人的人权和基本自由的尊重则是这个“公约数”的核心。真正落实“尊重个体的人”的原则要求我们把自己作为方法，通过构建意义丰富的自治型的小共同体实施教育。 
Bridging the Gap: Holistic Education Policy to Foster Opportunities for Girls in Rural Pakistan Année de publication: 2023 Auteur: Hina Saleem Auteur institutionnel: Center for Universal Education at Brookings Seven out of ten girls in rural Sindh are excluded from schooling. This happens for a myriad of reasons and occurs both in the presence and absence of operational school buildings. When schools are present, the challenges that children—especially girls—face due to their economic and social context often go unaddressed; children who are able to enroll in school often find their learning affected by classroom design and practices and experiences that mirror the exclusion they experience outside of school. At the broader level, this exclusion is reflected in limited representation of the needs and aspirations of sizable rural populations in Pakistan’s formal education system and the pathways beyond it. This policy brief presents findings from on-the-ground research in rural settlements in Sindh province that explores the disparities between boys and girls in enrollment and continuation of schooling in addition to overall inadequate education outcomes. It also provides policy recommendations to support all children and particularly girls in meeting their education needs and aspirations. Education policy must respond to these challenges of unmet education needs and aspirations by taking a holistic, welfare-based approach that supports children to overcome the effects of exclusionary conditions to meet their education needs. However, the benefits of such an approach can only be realized if teaching practices and learning experiences are contextualized, build a connection with local knowledge, question root causes of exclusion and support and prepare all children in negotiating pathways beyond education. 
Education in a Post-COVID World: Towards a Rapid Transformation; East Asia and Pacific Regional Brief Année de publication: 2023 Auteur institutionnel: United Nations Children's Fund (UNICEF) On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic, resulting in disruptions to education at an unprecedented scale. In response to the urgent need to recover learning losses, countries worldwide have taken RAPID actions to: Reach every child and keep them in school; Assess learning levels regularly; Prioritize teaching the fundamentals; Increase the efficiency of instruction; and Develop psychosocial health and wellbeing. This brief presents regional findings from the 4th round of the Survey on National Education Responses to COVID-19 School Closures (‘joint survey’), administered between April to July 2022, and the Global Education Recovery Tracker (‘GERT’), administered between May to July 2022. It examines how countries in the region have progressed in recovering and accelerating learning through the five key policy actions in the RAPID framework. These findings are a follow-up to the 1st round of RAPID data collected in March 2022. 
New Challenges and Approaches to Regional and Global Security in Central Asia Année de publication: 2020 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) On 26 October 2018 in Nur-Sultan, the OSCE Programme Office in Nur-Sultan jointly with the Friedrich Ebert Foundation and the Kazakhstan Council on International Relations, with support from the Institute of Diplomacy under the Academy of Public Administration and the Public Opinion Research Institute co-organized an international conference entitled “New Challenges and Approaches to Regional and Global Security in Central Asia”. This compendium, which includes presentations given at the conference by both Kazakhstan’s and foreign participants, explores main regional security threats in Central Asia and ways to address these problems, as well as regional co-operation issues in responding to contemporary challenges. The edition will be of interest to political scientists, international relations experts, civil servants, scholars, educators, university-level students, and broad sections of the public interested in the contemporary development of the region. The edition is published in Russian and English. The paper of Mr. Pal Dunay is written in the English language in the original, the rest of the reports are in Russian. All reports have been translated and edited with the support of the OSCE Program Office in Nur Sultan. Any opinions and recommendations expressed in the materials arising from the conference are those of the authors and do not necessarily reflect the views of the conference organizers. Новые вызовы и подходы по регионально и глобальной безопасности в Центральной Азии Année de publication: 2020 Auteur institutionnel: Organization for Security and Co-operation in Europe (OSCE) 26 октября 2018 г. Офисом программ ОБСЕ в Нур-Султане совместно с Фондом им. Фридриха Эберта и Казахстанским советом по международным отношениям при поддержке Института дипломатии Академии государственного управления и Исследовательского института «Общественное мнение» была организована международная конференция «Новые вызовы и подходы по регионально и глобальной безопасности в Центральной Азии». В данный сборник материалов включены доклады казахстанских и зарубежных участников конференции, раскрывающие основные угрозы безопасности в регионе Центральной Азии и пути решения возникающих проблем, а также актуальные вопросы регионального сотрудничества в реагировании на современные вызовы. Издание предназначено для политологов, экспертов-международников, государственных служащих, научных работников, преподавателей и студентов высших учебных заведений, а также для широкого круга читателей, интересующихся современным развитием региона. Издание публикуется на русском и английском языках. Доклад господина Пал Дунай написан на английском языке в оригинале, остальные доклады на русском языке. Все доклады переведены и отредактированы при содействии Офиса программ ОБСЕ в Нур-Султане. Мнения и рекомендации авторов докладов в рамках конференции принадлежат авторам и не обязательно отражают точку зрения организаторов конференции. 
후기청소년(19-24세)의 미디어 리터러시 교육과 미디어 정책에 대한 인식 연구 Année de publication: 2022 Auteur: 강진숙 | 권오현 Auteur institutionnel: 한국청소년정책연구원 이 연구는 후기청소년의 미디어 리터러시 교육과 미디어 정책에 대한 인식 연구로서 후기청소년의 미디어 리터러시 교육적 쟁점과 국내외 사례를 살펴보고, 후기청소년 및 미디어 관련 전문가들의 인식을 통해 후기청소년이 미디어 리터러시 교육과 미디어 정책을 제안하는 데 목적이 있다.연구 진행을 위해 문헌연구, 전문가 자문, FGI(Focus group Interview) 및 심층인터뷰를 진행하였으며, 국내외 후기청소년의 미디어 이용 현황과 관련 정책을 문헌연구를 통해 알아보고, 함의를 도출하였다. 본 저작물은 한국청소년정책연구원에서 2022년 작성하여 공공누리 제4유형으로 개방한 ‘후기청소년(19-24세)의 미디어 리터러시 교육과 미디어 정책에 대한 인식 연구(강진숙, 권오현)’를 이용하였으며 해당 저작물은 한국청소년정책연구원 홈페이지 (https://www.nypi.re.kr)에서 무료로 다운받으실 수 있습니다.