《教育學專業英語教程/21世紀高等學校專業英語系列規劃教材》在內容編排上力圖反映當代教育學的發展趨勢與新特征，注重教育學專業知識與英語學習的有機結合，所包括的課文涉及當代教育學的主要方面，不僅注重英語能力的培養，也強調教育學專業知識的傳授和技能的訓練。
《教育學專業英語教程/21世紀高等學校專業英語系列規劃教材》除適合高等師范院校本科生、研究生使用外，也可供各級各類教育學院教育學、教育心理學、英語教學法等專業的本科生和研究生學習教育學專業英語之用。此外，對于大、中、小學教師了解教育學理論知識，提高教育學專業英語水平也是難得的參考書。
Unit 1 Origin & History of Education 教育的起源和歷史
Text A The History of Compulsory Education in Europe
Text B A History of American Higher Education
Supplementary Reading The Origins of Distance Education
Unit 2 Education & Social Development 教育與社會實踐
Text A Open and Distance Education:a Better Way of Competence Building and Sustainable Development
Text B Higher Education within a Knowledge-based Society
Supplementary Reading The Global"Imagined Community"——Global Civil Society and International Education
Unit 3 Education & People's Overall Development 教育與人的全面發展
Text A Role of Education in the Developmental Process
Text B Social Skills Development in Primary Education
Supplementary Heading Social Emotional Development:a New Model of Student Learning in Higher Education
Unit 4 Educational System & Educational Law 教育制度與教育法
Text A E-learning and Evaluation in Modern Educational System
Text B Legislation and Equality in Basic Education
Supplementary Reading Major Continuities and Changes in the Basic Education Law
Unit 5 Educational Justice 教育公平
Text A Educational Justice in Schools
Text B Efficiency and Equity of European Education and Training Policies
Supplementary Reading Educational Policy, Housing Policy and Social Justice
Unit 6 Educator & Educational Thoughts 教育家與教育思想
Text A Disciples oi" Confucius
Text B Educational Thought and Teaching
Supplementary Reading "Filling Bellies and Brains" :the Educational and Political Thought of Frederick James Gould
Unit 7 Educational Objective 教育目的
Text A Aims and Objectives of Education
Text B Education, Basics of Education and Educational Objectives
Supplementary Reading Knowing Your Learning Target
Unit 8 Teacher & Student 教師與學生
Text A The Teacher, the Student and the Classroom
Text B Teacher-Student Attachment and Teachers' Attitudes towards Work
Supplementary Reading New Teacher and Student Roles in the Technology-Supported Classroom
Unit 9 School & Family 學校與家庭
Text A School and Family Cooperation Models for Reducing Social Problems
Text B The Effects of Family, School, and Classroom Ecologies on Changes in Children's Social Competence and Emotional and Behavioral Problems in First Grade
Supplementary Reading Parent Teacher Communication:Tips for Creating a Strong Parent Teacher Relationship
Unit 10 Moral Education 道德教育
Text A Education as a Moral Enterprise
Text B Moral Education of Youth in the Information Age
Supplementary Reading Moral Education and Improvement of Coexistence in Spain
Unit 11 Extra-curricular Activities 課外活動
Text A Extra-curricular Activity and the Transition from Higher Education to Work
Text B Extra-curricular Physical Activity and Socioeconomic Status in Italian Adolescents
Supplementary Reading Discussion and Conclusion of Correspondence Hypothesis
Unit 12 School Management 學校管理
Text A What is School-based Management?
Text B Comparative Case Study on School Management Practices in Two Schools in the United States and Turkey
Supplementary Reading Evaluating School-based Management
Unit 13 Teaching Methods 教學方法
Text A Refuting Misconceptions about Classroom Discussion
Text B Brainstorming:a Creative Way to Learn
Supplementary Reading Learning Styles and Teaching Styles
Unit 14 Materials & Test 教材與考試
Text A Materials and Media
Text B In Defense of Teaching" Outdated" Material
Supplementary Reading Using Examinations and Testing to Improve Educational Quality
Unit 15 Educational Evaluation 教育評價
Text A Integration of Technology and Educational Assessment
Text B Sustainable Assessment and Evaluation Strategies for Open and Distance Learning
Supplementary Reading Broadening Our Approach to Teaching Evaluation
Keys to Exercises 練習答案
References 參考文獻
《教育學專業英語教程/21世紀高等學校專業英語系列規劃教材》：
The aim of the essay is to prove that the implementation of a program for moral education through the use of new technologies enhances the social values for the coexistence of adolescents in secondary education classrooms. In order to confirm the hypothesis,a quasi-experimental methodology has been set out,with the design of non-equivalent groups,and with a pre-and post-test assessment. A manipulation and control of variables through the assignation of an experimental and a control group has been carried out. Likewise,interfering variables that could affect the studied dependents will be considered to prove the impact of the program,diverse instruments of assessment were applied.ln this paper,we present the results obtained in the questionnaire on socio-personal values.
We worked with a total of 50 students,of which 12 belong to the experimental group that was selected by the punctuations that had been granted to them as they participated in the different activities of the program.
The implemented program is called VES（values in situation, " Valores En Situaci6n"）. Its starting point is the everyday life of the secondary school and the acknowledgement through an express congratulation in a blog because of having performed actions or positive conducts that reflect one of the values. Taking these actions into account,we put forward the theory about that value and questions to encourage the reflection and participation in the comments on the blog. The duration was 9 weeks, working in each one of them with a different value.
Participants expressed a more favorable opinion in the post-test about the suggested statements.ln this way, people who were more involved in the program show results denoting that they had a greater capacity to recognize their own success. On the other hand,a person who is grateful for a favor done is somebody that has developed empathy,being this one of the most worked values in the program. The capacity to give thanks, kindness, education and good manners were favored. Moreover, a positive influence of the program on the perception of the value of "justice" is observed. Finally, the sense of respect and solidarity was stressed and the students interiorized these values. This is made obvious,because those who were more involved in the program agreed more in that helping others is satisfactory and that respecting others avoids problems and makes life nicer.
Prior results have allowed US to state that the application of specific programs in order to improve coexistence through the development of socio-personal values offers indications of positive results in compulsory secondary school students.
Studying school coexistence to find models of intervention and consolidated research constitutes an important challenge due to that it is a field of research relatively new and is of great concern in present-day society. As stated by Ortega（2006） ,it has been studied in Spain for barely 20 years. This previous research made it possible to structure some of the approaches,methods and strategies implemented nowadays to deal with this problem.
In this sense,we chose moral education as strategy to enhance coexistence. It is complex to visualize " moral education" from the perspective of intervention as we place ourselves in a field dealt with by literature,philosophy,and even politics.ln spite of this, a psico-pedagogic approach has tried to be developed,so as to allow implementing a program of educational intervention.
To contextualize this intervention in our present society,we introduced the strategy and medium given by ICTs. In a society of knowledge and information,and working with adolescents,we find that ICTs not only offer a great motivational potential but also are structuring the thought and learning of the students,as well as transmitting knowledge in an attractive and creative way. These characteristics positively influence the attitudes and the feelings of the subjects in whose personality,when they do not forget the pedagogic objectives,knowledge is more easily integrated.
After the application of the program,we can conclude that reflection and moral learning has been encouraged to achieve the improvement of coexistence,even when statistically significant differences were not obtained in the coexistence variable,as they were obtained in that of socio-personal values. This data allow us to consider that the objectives of the program referred to moral education were achieved. Possibly,if a more extensive program were developed,with a greater implication of the whole education community,the results would be promoted as well.
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