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1.
张朝霞 《信阳师范学院学报(哲学社会科学版)》2012,32(3):11-14
高校思想政治教育要真正实现生活化必须把教育理念、教育政策、教育内容、教育效果反馈等融入大学生的现实生活,重点把握社会、生活等方面的影响因素,搭建基于生活的社会、学校和家庭等多方联动教育运作平台,建立以马克思主义为主导的思想政治教育保障体系。 相似文献
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新时期,高校意识形态教育在教育主体、教育理念、教育模式、教育环境等方面存在诸多困境。高校意识形态教育要走出困境,至少要在加强对意识形态教育的认识、强化意识形态教育主体之间的协作、创新意识形态教育模式、优化意识形态教育环境等方面采取积极的应对措施。 相似文献
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唐高华 《深圳信息职业技术学院学报》2011,(4):20-23
黄炎培和陶行知是我国近现代教育史上两位著名的教育家,其教育理论与实践为我国教育发展做出了巨大贡献。由于时代特征和个性特征等因素,他们的教育思想同中有异,异中有同。在教育出发点、教育形式、教育内容、教育方法、教育实施途径、教育情怀等方面,都具有一定的共通性;但在对中国问题的把握角度、切入教育的视角、乡村教育的实验重心和人才培养目标等方面,又表现出不同的特征。 相似文献
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论加强高职院校学生的职业发展教育 总被引：2，自引：0，他引：2
王壮 《襄樊职业技术学院学报》2009,8(5):59-61
高职教育是以就业为导向的教育,就业质量是衡量高职教育人才培养质量的重要指标.基于高职学生的可持续发展,加强其职业发展教育至关重要.应该遵循教育性、主体性、递进性、系统性等原则,采取一般教育和个别指导相结合、全面教育和过程指导相结合、常规教育与专门指导相结合、校内教育与校外教育相结合等方法 ,通过课程教学、主题活动、社会实践等途径,有效实施大学生职业发展教育. 相似文献
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谈地方高校创业教育面临的问题及对策——基于对宁波市高校的调研 总被引：3，自引：0，他引：3
高校创业教育日益受到重视,但还存在许多问题,如创业教育观念偏颇、创业教育体系不够完善、创业教育效果不尽人意等.为此我们认为应从健全创业教育目标体系、完善创业教育教学体系、建设创业教育实践体系等方面实施创业教育的系统工程. 相似文献
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郭红霞 《周口师范学院学报》2010,27(6)
当前高校审美领域存在着世俗化、实用化和娱乐化等不良倾向,与此相伴,高校审美教育也存在着将审美教育等同于美学理论教育、艺术教育、美的价值教育和情感教育等误区.反思这些问题,目前主要应通过艺术精品教育、拓宽审美文化视野以及加强生活方式的审美化教育等措施加以解决. 相似文献
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适切的老年教育政策与有效推进路径是美国、英国、日本等发达国家老年教育成效显著的重要保障,分析美国、英国、日本等发达国家老年教育政策的制定背景、法制化历程、实施机构、有效策略等,学习借鉴发达国家老年教育政策推进路径的成功经验,结合我国老年教育发展现状,从加快政策法规建设、明确主体责任、均衡发展和可持续发展等层面,提出推进我国老年教育发展的思考与建议. 相似文献
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新生入学教育是高校开展大学生思想政治教育的重要一课,因而要构建包含理想信念教育、国防与爱国爱校教育、专业思想教育、校规校纪教育、适应性与心理健康教育、安全教育等为内容的入学教育体系。总之要多渠道,全方面开展大学新生入学教育,如集中教育与分散教育相结合,增加拓展训练比例等。 相似文献
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Holger Gaertner Sebastian Wurster Hans Anand Pant 《School Effectiveness & School Improvement》2013,24(4):489-508
This study uses a school-level longitudinal control-group design to examine how teachers and principals of inspected versus uninspected schools perceive school improvement at their schools. During the phasing in of school inspections in the states of Berlin and Brandenburg (Germany), both inspected and uninspected schools were surveyed with respect to school improvement activities over a 1-year period. The main finding is that principals’ and teachers’ perceptions of school quality were highly stable, irrespective of the introduction of school inspections. The results show school inspections had a comparatively low impact on the aspects of school quality measured here. 相似文献
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庄西真 《河南职业技术师范学院学报(职业教育版)》2004,(5):10-13
当前,职业教育出现的问题很大程度上根源于职业学校的效能低下。其主要原因之一是职业学校组织结构不合理。因此,应该重视对职业学校组织结构的改革和建设,使其为提高职业学校效能服务。 相似文献
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职业学校办学模式的探讨 总被引：1，自引：0，他引：1
王金台 《河南职业技术师范学院学报(职业教育版)》2003,(1):9-11
随着知识经济、经济全球化的到来和职业教育改革步代的加快，社会对人才的需求提出了更多更新的要求，这就要求职业学校必须进行多样化办学，依据经济发展的需要和自身的实际进行办学模式的探索。 相似文献
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Tony Yeigh David Lynch David Turner Stephen C. Provost Richard Smith Royce L. Willis 《School Leadership & Management》2013,33(5):434-456
ABSTRACTThis article reports on an investigation into the influence stemming from school leadership as an important consideration in relation to school improvement. School readiness, based on [Schiemann, W. A. 2014. “From Talent Management to Talent Optimization.” Journal of World Business 49 (2): 281–288. doi:10.1016/j.jwb.2013.11.012]. Accountability, Capability and Engagement (ACE) leadership model, was assessed through self-reported school leader behaviours, attitudes, perceptions, and school improvement attributes. To clarify, school readiness refers to how a school principal optimises staff and other school resources to best achieve school improvement agendas. School readiness survey results and student achievement outcomes for one entire school district were analysed, indicating that school readiness did indeed impact student achievement. Findings reveal a need for school leaders to focus more clearly on overall school alignment and optimisation behaviours, and these are discussed in relation to specific leadership recommendations and how leadership can better support and encourage school improvement in terms of educational accountability. 相似文献
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During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. 相似文献
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Marie-Christine Opdenakker Jan Van Damme 《School Effectiveness & School Improvement》2013,24(1):87-117
The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more situated within schools. Multilevel analysis reveals that almost 19% of the variance in mathematics achievement is at school level. The effect of denomination is small and disappears when student background (which is related to school practice) is taken into account. The effect of school type remains important when controlled for student background and denomination. Group composition, the social and learning climate, and the opportunity to learn seem to matter and explain almost 90% of the school effect. They also explain more than four fifths of the effect of school type (and denomination together) which accounts for 65% of the school level variance. 相似文献
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Maria Granvik Saminathen Sara Brolin Låftman Ylva B. Almquist Bitte Modin 《School Effectiveness & School Improvement》2018,29(3):464-484
This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement. 相似文献
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潘燕 《集美大学学报(教育科学版》2008,9(4):45-49
《教育法》所规定的学校办学自主权,在实际的落实和执行过程中困难重重,其原因有：办学自主权概念本身的界定不清;学校这一主体的法律属性和法律地位模糊;没有理顺政府与学校的关系;片面强调政府对学校的“放权”,而忽视学校自身的“用权”;缺乏促进学校办学自主权运行的机制;受现行学校内部管理体制的制约。因此,学校办学自主权的真正实现,关键在于重新界定办学自主权,明确学校的法律主体性质和法律地位,重构政府与学校的关系,将政府“放权”与学校“用权”结合起来,形成一套能促进学校办学自主权有效运行的机制以及改革现有的学校内部管理体制。 相似文献
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叶俊 《佳木斯教育学院学报》2012,(12):43-43
高中起点技校生是目前技师学院招生新的生源结构,笔者在对这类学生的德育教育的实践中,分析高中起点技校生的特点,并结合实际提出适合这类学生的德育教育管理策略。 相似文献
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Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献