摘要
20世纪后半叶以来,随着学生维权团体的崛起、学生服务专家的涌现、学生基准数据的汇集以及大学使命愿景的指引,加拿大高校学生服务的服务对象与方式日益多元化。针对原住民学生、残疾学生、性少数群体学生、成人学习者等特殊群体的不同需求,各高校分类开展多元化学生服务。通过在服务实施中重申"差异"的重要性,加拿大高等教育机构逐步建立起学习环境目标层次模型,致力于打造一个包容、安全、投入的学习共同体。
Since the second half of the 20 th century,with the rise of student advocacy groups,the emergence of senior student services,the collection of student benchmark data and the guidance of the institutional mission and vision,student service objects and methods in Canadian university have become increasingly diversified.In response to the different needs of aboriginal students,disabled students,LGBTQQ student,mature adult learners and other marginalized groups,diversified student services are carried out in various colleges and universities.By reiterating the importance of differences in service implementation,higher education institutions in Canada have gradually established a model of learning environment purposes,committed to forming an inclusive,safety and engagement learning community.
作者
郑璐
ZHENG Lu(Beijing Institute of Education,Beijing 100120,China)
出处
《黑龙江高教研究》
北大核心
2020年第11期70-76,共7页
Heilongjiang Researches on Higher Education
基金
全国教育科学规划教育部青年课题“加拿大中小学国家认同教育研究”(编号:EDA190477)。
关键词
加拿大
高等教育
学生服务
特殊学生
多元化
Canada
higher education
student services
special students
diversity
