共查询到20条相似文献，搜索用时 165 毫秒
1.
计划经济背景下实行的学年制教育,给高校学风建设带来很多弊端.我国社会主义市场经济的发展,为高校实行学分制教育带来新的机遇.学分制的实行将为高校建设优良学风带来新的契机.主要表现在:学分制教育将有利于促进学生个性的发展,深化学生对就业、创业的认识,有利提高学生的学习积极性和主动性,有利于优化知识结构,培养各种类型的人才,有利于促进学校教学改革和教师自身素质的提高等,这对高校优良学风建设将产生深远影响. 相似文献
2.
职业院校实行学分制有利于全面推进素质教育和提高教育教学质量，有利于推进学生个性的全面发展和充分调动学生学习的积极性、主动性。在实施学分制的过程中要认真制定方案、分步实施，制定配套的管理措施，确保学分制顺利推行。 相似文献
3.
职业学校实行学分制，是进行教育教学制度创新，建立适应经济建设、社会进步和个人发展需要的更加灵活、更加开放的教学组织和管理制度的重要举措。职业学校实行学分制，有利于推进学生个性的全面发展，充分调动学生的学习积极性；有利于遵循教育规律，因材施教，满足经济建设和社会发展对人才多样化的需求；有利于提高职业教育自身的活力，进一步把职业教育做大、做强、做活。近几年来，有的地方已经在一些职业学校试行了学分制，取得了初步成效。当前，各地应进一步组织有条件的职业学校进行学分制试点工作，不断推进教学组织和管理制度的… 相似文献
4.
学分制的实行,一定程度上颠覆了学年制条件下传统的学生工作模式．在学分制条件下,学生工作要注重培养和发展学生个性,注重培养学生的综合素质、创新精神和创业能力;在学风建设上,要建立和完善导师制,发挥教师示范作用;要营造良好的校园文化氛围,严明考试纪律,促进良好学风的形成． 相似文献
5.
学分制，是以计量学生学习量为主的教学管理制度。学分制的基本原则是鼓励冒尖、尊重学生的个性差异，做到因材施教。学分制的实行是通过让学生在一定程度上自由选课，自主安排学习内容、学习进程，从而达到学习目的来实现的。学分制在一定程度上符合高等教育运行规律，在改革学校教学管理体制．发展学生个性，加速人才培养等方面较之学年制具有更大的优越性。当前，我国正进入社会主义经济建设的高潮时期．高等教育改革不断深入发展。 相似文献
6.
学分制是一种教学管理制度,它以学分作为计算学生学习份量的单位,以修满规定的最低学分为毕业标准。学分制为学生创建富有弹性的学习时间和空间,提供更多自由灵活选课的可能。学分制的本质特点是尊重学生的意愿和选择,根据学生自己的特长和爱好,自主地选择学习目标和学习进度。其最大的优势在于能充分适应学生的个体差异做到因材施教。职业学校实施学分制,是进行教育教学制度创新,建立适应经济建设、社会进步和个人发展需要的更灵活、更加开放的教学组织和管理制度的重要举措。职业学校实施学制有利于发挥学生的自主性,推进学生个性的全面发展,充分调动学生的学习积极性,有利于学生激励机制的建立;有利于遵循教育规律,尊重学生的个性差异,因材施教,满足经济建设和社会发展对人才多样化的需求;有利于提高职业教育自身活力,调动广大教师的积极性,扩大受教育者的范围,构建人才成长的“立交桥”,进 相似文献
7.
高校实行学分制管理的现状及对策研究 总被引：6，自引：0，他引：6
高校实行学分制有利于实施素质教育，促进教学改革，加强教师队伍建设，发展学生个性，充分利用教育资源，培养复合型人才。目前我国高校的学分制还存在诸多问题，必须采取有效措施改变学分制管理的现状，以保障教育教学活动的顺利进行。 相似文献
8.
［本刊讯］ 为贯彻中共中央、国务院《关于深化教育改革全面推进素质教育的决定》精神，改革中等职业学校教育教学制度，根据教育部办公厅下发的《关于在职业学校进行学分制试点工作的意见》，结合我省职业学校实际，云南省教育厅制定了《云南省中等职业学校实施学分制暂行办法》。 《办法》指出，实施学分制，有利于促进学生个性发展，激发学生的学习热情 ；有利于遵循教育规律，调动教师的工作积极性 ；有利于提高职业学校自身的活力，进一步把职业教育做大、做强，满足经济建设和社会发展对人才的需求。 《办法》对实施学分制作了… 相似文献
9.
学分制与学年制相比更有利于学生的成长和个性发展,学分制的建立和实施给学生提供了更多的学习时间和空间,如何在学分制下培养学生的自主学习能力是高等学校实施学分制所面临的重要问题．本文在分析学分制的优势以及学分制人才培养模式对学生发展的消极影响的基础上,着重论述了学分制下加强学生自主学习能力的培养的具体措施． 相似文献
10.
完善学分制与大学生综合素质的培养 总被引：1，自引：0，他引：1
陈彩娟 《无锡教育学院学报》2001,(2)
学分制教学管理模式有利于学生个性发展 ,能为提高大学生综合素质营造良好的学习环境 ,普通高校应该为培养学生创新精神和实践能力而努力完善学分制 相似文献
11.
12.
《Teaching and Teacher Education》1995,11(6):579-593
Classroom management and discipline are primary concerns of many teachers, especially beginners. The current reform movement in mathematics education advocates a classroom atmosphere and teaching strategies that are substantially different than those that characterize the traditional approach to school mathematics. This paper considers the problems involving discipline and control that arose in the course of a beginning high school teacher's acculturation into the school mathematics tradition. The analysis relates these discipline and control problems to certain tensions and contradictions in the school mathematics tradition and suggests how efforts to cope with these problems serve to reflexively validate the tradition. In addition, the paper suggests some possible reasons for why discipline and control, and not pedagogical content knowledge, are primary concerns for many teachers. Finally, the paper considers how the conditions that foster the emphasis on discipline and control in the school mathematics tradition stand as obstacles in the face of the current reform movement. 相似文献
13.
高金锋 《武汉职业技术学院学报》2007,6(5):13-16
学校文化是学校发展的精神动力，它影响着学校的教育理念、培养目的、办学思想；学校文化包含教师文化、学生文化、制度文化等亚文化；学校文化建设既要继承传统又要进行创新；学校文化建设需要精心策划。 相似文献
14.
The paper estimates the response of student truancy and long-run labor market outcomes to discipline policies in middle and secondary school. Simultaneous determination of student behaviors and school policies motivates an instrumental variables strategy. Because judicial climate influences administrators’ fear of discipline-related lawsuits, measures of judicial–legal climate at the state-level court are used as instruments for local discipline policies. Results indicate that the state-level judicial–legal climate does appear to influence administrators’ discipline policies; that students appear to be truant less often when discipline is stricter; and that school and long-run labor participation outcomes appear higher for students from schools with stricter discipline policies. 相似文献
15.
Andrew Martinez Susan D. Mcmahon Crystal Coker Christopher B. Keys 《Psychology in the schools》2016,53(8):817-830
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects. 相似文献
16.
高校教师在古代文学教学中,需要把引起学生的学习兴趣作为一个贯穿始终的观念。要引起学生的学习兴趣,既要要求教师自身有较宽的知识面,又要教师在教学过程中讲出古代文学作品中蕴含的丰富的情感,揭示作品的历史意义,寻找古代文学作品同现实生活的契合点,实现课内、课外的双向互动。古代文学教学要学生将"创新"观念与"求实"精神、"守正"学风结合起来,并打好与学科相关的各种基础,使学生在认真读书的基础上,培养学生的创新精神与能力,使其自觉肩负起传承传统优秀文化的责任与使命。 相似文献
17.
校园网络欺凌是一个复杂的教育问题。虽然相关立法已明确规定适用教育惩戒规制校园网络欺凌,但是实践中教育惩戒依然遭遇信任危机、权利对抗和能力不足等困难。究其原因,主要在于校权与生权、司法、科技之间存在一定失衡,具体表现为人们缺乏对教育惩戒内在精神的理解、学生网络自由的边际扩大以及科技发展的高度不确定性。在未成年人全民上网的时代,校园网络欺凌治理的核心和关键是提升未成年人的网络素养,建立良好的网络道德和秩序。为了有效治理校园网络欺凌,教育惩戒应当尽快实现人本化和法治化,划定合理的网络规制边界,创设教育惩戒的现代模式。 相似文献
18.
Gary W. Ritter 《Peabody Journal of Education》2018,93(2):133-138
In the 1990s and early 2000s, schools across the United States employed exclusionary discipline at increasing rates as a response to student infractions. Researchers studying school discipline reported on these increases and highlighted the fact that exclusionary discipline for students was associated with myriad other negative outcomes, including lower academic achievement, grade retention and drop-out, and even involvement with the juvenile justice system. Moreover, a related strand of research emerged, providing evidence that these consequences were not being levied evenly to different types of students. That is, marginalized students were far more likely to be faced with disciplinary consequences at school. For these and other reasons, policymakers and school leaders implemented some high-profile reforms to discipline policies in school districts across the country in an attempt to limit the use of exclusionary discipline. In this article, I introduce several of these reforms and briefly describe the early impacts of these changes to school discipline policy in locations such as Los Angeles, New York City, Chicago, Philadelphia, and the state of Arkansas. I conclude by summarizing what lessons we can derive from these studies and describe the implications for future work in this area. 相似文献
19.
Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three‐tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed. 相似文献
20.
纪律教育在高校的地位和作用 总被引：1，自引：0，他引：1
加强纪律教育是学校思想政治工作的重要组成部分。纪律教育的成败直接决定学校思想政治工作的实效,影响学生政治素质的培养,因此学校在加强学生职业技能培养的同时理应加强纪律教育。 相似文献