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Ni Chuan-rong, professor of Beijing Institute of Education, President
of Beijing Academic Society for Education, Adviser of the study of International
Understanding Program and Living Values Program. He has been working
in the field of administration and research work in basic education
and teachers' training for a long time. From 1984 to 1989, he was the
first grade secretary of Chinese embassy in Australia; He was responsible
for educational communion of the two countries and the work of student
abroad. During the year of 1989 and 1999, he was vice president and
later became president of Beijing Institute of Education, he was in
charge of JIP (Junior Innovation Program) Program of middle schools
signed by national commission of Chinese Educational Scientific Cultural
Organization and Asia-Pacific Centre of UNESCO. Nearly 500 middle schools
in Beijing, the provinces of Shanxi and Sha'anxi joined. The experiment
was very successful and it won Educational Innovation Award issued by
Asia-Pacific Centre of UNESCO. The program won Educational Outstanding
Contribution Award. He was in charge of the study of international understanding
program and living values program in Beijing. He has published.seven
books and more than twenty papers.
Prsentation
Abstact:
Peace and development
have been the theme of the 21st century. We, as educators, are thinking
about the same question: what should a qualified citizen possess in
the new century. No doubt, living values can help us achieve the goal.
Back in the past, we mainly did three things. Firstly, making investigations
in schools; Secondly, taking part in training programs organized by
Mr. Chris Drake and his colleagues; Thirdly, putting living values into
practice in different schools. With the great help of these experts
and efforts made by the schools, we have made some progress, for example,
some teachers' attitudes toward teaching and learning have been changed;
Some principals and teachers are greatly motivated, they have begun
their school-based curriculum research. The content of living values
is regarded as that of their school-based curriculum. They first learned
the books offered by Mr. Chris and his colleagues and on the basis of
theirs the schools made their own textbooks. Living values education
has not only enriched the content of our curriculum, but also doubled
the pace of our curriculum reform.
But in the meanwhile, we face many new challenges, for example, there
is contradiction of time used by both the course of living values and
other subjects; How to integrate the content of living values with other
subjects is another task lying ahead of us.
倪傳榮教授--北京教育學院前院長,
北京教育學會會長
主題演講-"中國的價值教育：內容、需求和方向"
21世紀，和平與發展已經成為了時代的主題，各國教育者們都在思考這樣一個問題：新世紀的合格公民應該具有什麼素質。無疑，生活價值觀教育可以為我們提出一種重要的幫助。
回顧我們已經走過的路程，大致可以分為三個階段：調查階段、培訓階段和實踐探索階段。經過一段時間的探索，我們已經取得了一些成績，如改變了部分教育工作者的教學觀、學生觀，調動了部分校長和教師的積極性，有些學校正在把生活價值觀教育作為一門校本課程來進行開發。可以說，他們的實踐不僅豐富了我們的課程內容，而且進一步加快了我國課程改革的步伐。與此同時，我們也面臨著許多新問題，如如何解決時間上的矛盾，如何與現有的學科課程進行整合等，這些問題還有待於進一步的研究。
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