共查询到20条相似文献，搜索用时 125 毫秒
1.
为了增强毒品预防教育的针对性和时效性,通过两次实证调查分析,发现总体上中职生对毒品及毒品的危害性的认知是比较清晰的,对禁毒的历史和相关法律是知晓的,对学校开展禁毒教育给予了积极评价.表明学校教育依然是青少年毒品预防教育的最好形式,如何结合职业道德教育,利用校园文化阵地,发挥学生主体作用,将禁毒教育深入人心,将禁毒、防毒教育落到实处.同时,还应重视家庭和社会在青少年毒品预防教育过程中的作用,营造禁毒防毒的宣传教育氛围,统筹发挥学校、家庭和社会在毒品预防教育中的治本作用. 相似文献
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增强青少年学生毒品防范意识 总被引：4，自引：0，他引：4
毒品问题是日趋严重的全球性问题。其中尤以青少年吸毒呈迅速上升趋势，因而禁毒形势十分严峻。目前全社会都在加大禁毒工作力度，利用“6．26”国际禁毒日和“10．26”禁毒日开展宣传活动，尤其强调教育青少年学生保护自己，增强防范毒品侵害的意识。毒品不除，世无宁日；消除毒害，任重道远。笔者特对增强青少年学生毒品防范意识进行探讨。 相似文献
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陶铭 《中学化学教学参考》1997,(12)
毒品识别知识简介陶铭国家禁毒委员会副主任、公安部副部长白景富最近说：今后，国家禁毒委将继续加大禁毒宣传力度，特别要抓好中小学的禁毒宣传教育，把禁毒预防教育作为在校学生的必修课，使青少年真正做到“热爱生命，远离毒品”。在中学教育中进行禁毒教育，首先就得... 相似文献
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为了增强毒品预防教育的针对性和时效性,通过两次实证调查分析,发现总体上中职生对毒品及毒品的危害性的认知是比较清晰的,对禁毒的历史和相关法律是知晓的,对学校开展禁毒教育给予了积极评价。表明学校教育依然是青少年毒品预防教育的最好形式,如何结合职业道德教育,利用校园文化阵地,发挥学生主体作用,将禁毒教育深入人心,将禁毒、防毒教育落到实处。同时,还应重视家庭和社会在青少年毒品预防教育过程中的作用,营造禁毒防毒的宣传教育氛围,统筹发挥学校、家庭和社会在毒品预防教育中的治本作用。 相似文献
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青少年毒品犯罪的原因及对策 总被引：2，自引：0，他引：2
朱宇 《湘潭师范学院学报(社会科学版)》2006,28(2):43-45
青少年毒品犯罪已经成为目前中国一个不可忽视的社会问题。现阶段青少年吸毒现象和青少年毒品犯罪蔓延的深层次原因,包括缺乏基本的毒品常识、法制观念淡薄、不良环境的负面影响等。预防青少年吸毒和青少年毒品犯罪可行性对策,包括普及禁毒常识、净化社会环境、强化法制功能等。 相似文献
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丘洁 《中小学心理健康教育》2005,(3):15-15
[设计理念] 毒品是全球性的公害,它严重威胁着人类的健康和社会的进步,有资料显示,目前青少年已成为毒品的主要受害者.关注青少年的身心健康,帮助青少年增强禁毒意识和抵御毒品的能力是每一个教育者义不容辞的责任,因此本活动旨在通过学生的自主探究、合作交流等形式引导学生提高对毒品的警惕性和防范性,弘扬禁毒精神,树立积极健康的人生观和价值观. 相似文献
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《中小学信息技术教育》2011,(6)
6月是全民禁毒月,为深入贯彻落实《禁毒法》,提高全民禁毒意识,本刊自觉肩负禁毒宣传使命,发起禁毒倡议。目前,我国冰毒、氯胺酮等合成毒品违法犯罪活动呈现高发态势,合成毒品滥用现状令人担忧。尤其令人不安的是,合成毒品危害的最主要人群是青少年。每一个公民都应提高警惕,加强自我保护,免遭毒品侵袭。 相似文献
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陈淑英 《武汉工程职业技术学院学报》2007,19(1):77-80
对香港回归后部分香港人的心态并没有真正回归这一问题,提出了加强对香港基本法的宣传、加强爱国主义教育、扩大与内地全面的交流、加强与香港各界的联系等建议。 相似文献
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Shannon Walsh 《Educational Philosophy and Theory》2019,51(2):200-211
AbstractIn September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare glimpse into the multicultural world gathered beneath the umbrella of Hong Kong’s pro-democracy movement, and how a new generation of young female filmmakers are using video to share their changing perspectives on democratic reform, education, and everyday life. 相似文献
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Shui Che Fok 《Asia Pacific Education Review》2001,2(1):56-65
Since 1 July l997 Hong Kong has become a Special Administrative Region under the Peoples Republic of China. There is a difference
in the interpretation of human rights between East and West. Even before the change of sovereignty human rights education
was not an important element in the Hong Kong school curricula. The hidden curriculum is not supportive of human rights education
either. During the United Nation Decade for Human Rights Education (1995–2005), Hong Kong people are torn between the dichotomy
of liberalism-communitarianism over human rights. This paper examines the attitude about human rights of the Hong Kong Chinese
people and the issues of human rights in Hong Kong schools, thereby throwing light on the prospect of human rights education
in its relationship to education reform taking place in Hong Kong. The conclusion is that Hong Kongs education reform proposals
already embody the spirit of human rights and they have laid the foundation for the development of human rights education. 相似文献
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AbstractThis special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and publishing on the area of Hong Kong-China relations looking into the future. It concludes with a brief glimpse of the contributions that follow. 相似文献
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杜彩银 《福建教育学院学报》2013,14(1):5-7
怎样实现高校思想政治理论课与禁毒宣传教育的有效对接,使禁毒宣传教育学科化、常态化、规范化？文章在分析了高校禁毒宣传教育的现状之后,从思想政治理论课的性质和特点出发,对此问题提出了相应的措施和方法。 相似文献
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As part of the reform of the overall education system in Hong Kong, the government set a target in October 2000 of raising the percentage of senior secondary school graduates who could receive higher education from the current 30% to 60% within a period of ten years. Prior to this announcement, however, the School of Professional and Continuing Education of The University of Hong Kong (or HKU SPACE for short) had already taken the lead by establishing the first Community College in March 2000. The Associate Degree programme of the College offered an alternative route to higher education to many aspiring young people. The broad-based curriculum with its equal emphasis on science and humanities (as well as solid generic skills) is a new attempt to produce people that can meet the challenges of the knowledge society. The first intake of 740 students in 2000 was followed by a second intake of more than a thousand in 2001. This paper examines the experience gained during the first two years of this new development, and explores the role of community colleges in general in the education reform movement and human resources development strategy of Hong Kong 相似文献
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ABSTRACT Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities – particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong’s “repoliticization” after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism, and consider how it impacts particular social and educational issues in Hong Kong. We also provide an analysis of discourses on cosmopolitanism taken from Hong Kong General Studies and History textbooks, to identify challenges faced in facilitating cosmopolitan values, a balance of identities, and global citizenship in Hong Kong education. 相似文献
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20世纪,国产影片《刘三姐》曾先后在世界50多个国家上映,被周恩来总理认为是一部为我国对外文化交流作出大贡献的电影.香港是电影《刘三姐》走出中国大陆、走向世界的第一站.以香港《大公报》有关报道为资料基础,探讨1962、1964、1978年《刘三姐》在香港三次公映的盛况可知:电影在香港取得的巨大成功,对广西三大名片(桂林山水、刘三姐、壮族文化)在香港乃至海外的推广产生了积极作用. 相似文献
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在香港,无论是融合教育的前线工作人员,还是社会人士,对融合教育的发展情况都是褒贬不一。在此背景下,结合教育机会平等和个别差异认同中的平等概念,总结香港融合教育发展过程中的利与弊,无论是对香港融合教育的发展,或是其它地区融合教育的发展,都具有启迪意义。 相似文献
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ABSTRACT This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases. 相似文献