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高校思想政治教育生活化探究 总被引：3，自引：0，他引：3
杨宁 《青海师范大学学报(哲学社会科学版)》2009,(6):130-133
高校思想政治教育生活化是对马克思主义人本论和“生活观”的回归,是实现思想政治教育目标的客观要求,体现了“以人为本”的教育理念,促进了思想政治教育的开放性。目前,高校思想政治教育的内容、实践环节、方式、评价等存在脱离学生思想和生活实际的现象,应从思想政治教育生活化入手,使思想政治教育目标回归生活、内容更加贴近学生现实生活,改进思想政治教育评价方式,以社区化教育创新思想政治教育方式,进一步增强高校思想政治教育的实效性和针对性。 相似文献
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实现教育生活化．是当代思想政治教育的重要课题。基础教育课程改革之前,思想政治教育的理论教育脱离现实生活．尤其是高中思想政治教育的应试色彩更加剧了这一倾向。高中思想政治教育生活化就是使思想政治教育向学生的生活世界回归,把握正确的原则,将教育理念、目标、方法、内容、等方面融入生活,使思想政治教育在现实生活中发挥更大的作用。 相似文献
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高校思想政治教育生活化探究 总被引：3，自引：0，他引：3
大学生思想政治教育生活化,是新时期高校思想政治教育发展的趋势。针对传统思想政治教育理想化、知识化和工具化等弊端,要从坚持"以人为本",实现教育理念的人本化;注重实践道德生活,实现教育目标的现实化;取材于现实生活,实现教育内容的具体化;通过实际的生活进行思想政治教育,实现教育方法的多样化和创设"合乎人性发展的环境",实现教育环境的德育化等方面来建构高校思想政治教育生活化范式。 相似文献
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《濮阳职业技术学院学报》2018,(1):97-99
思想政治教育生活化是增强大学生思想政治教育实效性的有效路径,是"以人为本"教育理念的体现,是对"现实世界"生活本质的向往,是解决大学生思想政治教育目标理想化、思想政治教育内容空壳化、思想政治教育方法单一化和思想政治教育价值片面化的方法路径。要立足以人为本核心教育理念,回归现实生活本质,从构建多重目标体系、提供源于现实生活的教育内容、采用多种教育方法、实现人本化价值取向上下功夫,构筑思想政治教育生活化模式。 相似文献
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高校思想政治教育＂符号化＂使大学生更多的获得的是枯燥的语言符号和空洞的教条。由此,高校思想政治教育由＂符号化＂向＂生活化＂的回归就成为一种必然趋势。＂生活化＂源自德国哲学家胡塞尔提出的＂生活世界＂的观点。高校思想政治教育向＂生活化＂回归,并不意味着完全否认其＂符号化＂的一面,而是要在回归生活的基础上,预制一定的符号系统,使高校思想政治教育既不乏生活基础,又不失理想目标,这是由＂符号化＂和＂生活化＂本身的特质以及高校思想政治教育的内在属性决定的。 相似文献
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论思想政治教育生活化的发展向度 总被引：1，自引：0，他引：1
张国启 《思想理论教育(上半月综合版)》2009,(7):28-31
思想政治教育生活化是相对于思想政治教育的抽象性而言的,它是以生活世界理论为基础的教育理念或教育哲学思想。它强调思想政治教育要以现实生活为中心,注重其实然向度和应然向度的发展,前者强调从现实生活层面来观照思想政治教育的价值提升,以实现思想政治教育价值的工具性回归为基本旨趣,后者主要反映思想政治教育对现实生活的超越性品质,它以思想政治教育价值导向的归宿性回归为目标。思想政治教育生活化路径主要是通过实然向度与应然向度的辩证统一来实现提升思想政治教育实效性的目的。 相似文献
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当代大学生思想政治教育中生活世界的缺失,不仅阻碍了思想政治教育价值的实现,也在很大程度上影响了大学生思想政治教育的实效性和针对性.思想政治教育向生活世界的回归是当代大学生思想政治教育的重要转型.大学生思想政治教育必须摆脱绝对科学主义,面向社会现实生活;必须坚持师生之间的真诚对话,以增强教育实效;必须充分实现生活世界的内在与外在的结构功能,推进大学生思想政治教育改革. 相似文献
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Sue Greener 《Interactive Learning Environments》2016,24(4):663-664
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李翠珍 《沈阳教育学院学报》2000,2(3):93-95
初二是抽象思维形成的阶段,我们应激发学生的学习热情,培养他们的积极性、主动性和创造性,使他们积极思维,善于思考,鼓励他们树立自信心。 相似文献
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Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172
Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away. 相似文献
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In this paper Fiona Reeve, Jim Gallacher and Terry Mayes of Glasgow Caledonian University, bring together two current themes in higher education, work‐based learning and the use of new technology in teaching and learning. The paper begins to explore their interaction by examining the ways in which new technology can help to overcome some of the barriers which exist to work‐based learning. To begin this analysis a general model of a WWW‐based learning resource is described which has relevance for a range of open learning contexts. A central aspect of this model is the use of communication technologies to promote the creation of learning dialogues. The way in which this general model might be applied to work‐based learning is then examined. Having suggested that such a model has much to offer work‐based learning, some of the constraints which might be encountered on implementation are then identified. Finally, the authors conclude that it is in promoting more and better forms of communication that new technology can contribute towards work‐based learning practice. 相似文献
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在英语学习过程中，介词的学习和使用是比较重要的方面，需要在弄懂其确切含义的前提下，努力加以掌握，本文着重探讨了成语介词due to(因为）和owing to(因为）的相同和不同之外，以期引起英语学习者的注意，掌握好成语介词，进面为学习英语打好基础。 相似文献
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Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献
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读写脱节一直是中学语文教学存在的不良现象 ,也是语文教学低效的重要原因。如何使学能致用 ,以用促学 ?本文提出了读写结合的教学模式 ,并从三个环节对这一模式进行探讨。 相似文献