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浅析高校家庭经济困难学生"非物质资助"的途径 总被引：4，自引：0，他引：4
丁文勤 《扬州大学学报(高教研究版)》2009,13(3):69-72
我国已基本建立起以奖学金、学生贷款、勤工助学、特殊困难补助和学费减免为主体的、多元化的高校家庭经济困难学生的资助体系.政府在家庭经济困难学生物质资助工作中发挥了主导作用.高校要积极探索政策资助、心理资助、精神资助和能力资助的途径,在家庭经济困难学生"非物质资助"工作中起主导作用. 相似文献
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李晓炜 《佳木斯教育学院学报》2014,(1):180-181
经济困难学生资助工作是当前高校思想政治教育工作的重要组成部分,与学生的健康成长和高校教育教学工作的顺利开展具有密切关系,因而落实好资助工作对高校教学秩序的稳定具有十分重要的意义。本文通过分析高校家庭经济困难学生资助工作存在的问题及原因,有针对性地提出了利用数学建模方式更加科学的进行贫困生认定,同时转变资助理念,加强对受助学生的人文关怀,努力实现"助困"与"助人"并举,力图促进经济困难学生的全面发展和学校各项教育教学工作顺利开展。 相似文献
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高校家庭经济困难学生的资助工作对保障社会公平、稳定十分重要。通过对我国高校家庭经济困难学生资助体系现状进行分析,结合当前我国高校家庭经济困难学生的资助工作实际,发现和挖掘正在实行的资助工作过程中遇到的实际问题,从而更好的推动我国高校家庭经济困难学生的资助工作的深入开展。 相似文献
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尹霞 《中国科教创新导刊》2009,(31):2-2,4
高校家庭经济困难学生资助工作得到了社会的普遍关注。近年来,党和国家不断加大对高校家庭经济困难学生的资助力度,资助工作的成效也成为了社会关注的热点。本文结合当前高校家庭经济困难学生资助工作的现状与存在的问题,提出做好高校家庭经济困难学生资助工作的建议。 相似文献
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当前高校家庭经济困难学生由于经济困难引发心理贫困、身体贫困等系列贫困,探讨解决资助工作的根本所在;并实现经济资助与精神资助和能力提升有机结合,使资助方式由"输血"向"造血"转变,才是资助工作的终极目标。 相似文献
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在我国高等教育大众化的过程中,家庭经济困难学生的资助工作成为国家、社会和高校共同关注的热点。如何依托困难学生资助体系,做好高校的资助管理工作,是坚持实施"科教兴国"和"人才强国"战略的重要保证。本文通过分析目前高校资助管理工作中存在的问题,分析如何用创新思维切实做好高校资助工作。 相似文献
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《黑龙江教育学院学报》2017,(10):11-13
随着高校的不断扩招,尤其是农林类院校经济困难学生的比例日益增加。近年来,国家不断加大对经济困难学生的资助力度,资助体系也日趋完善。然而,资助体系发挥了经济资助的功能,不可忽视的教育功能即经济困难学生"能力与素质"的培养却在一定程度上被忽视。为促进经济困难学生的全面发展,结合农林院校资助体系的经济资助作用,对经济困难学生的"能力与素质"资助工作评估机制进行探讨。 相似文献
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特殊学生寄宿,是他们适应社会生活的第一步,也是培养特殊学生社会生活适应能力的重要途径。本文以特殊学生为对象,阐述了智障生、肢残生、自闭生等在学校寄宿生活中的思想特点,并围绕学生寄宿生活,对他们的思想教育对策进行了简单的分析。 相似文献
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针对学分制和弹性学制对学生工作的影响，认为管理要遵循尊重学生、突出服务、以人为本的原则，提出必须构建灵活的学生工作运行体制、强化学生党团组织建设、建立面向学生的服务体系、重视学生管理的法制化建设，形成与时俱进、以人为本的工作体系。 相似文献
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学生资源的开发是新课程改革深入推进中的一项新课题,政治教师必须遵循“取之于学生,用之于学生”的原则,善于从理论和实践两个层面,经营好学生资源,其开发策略包括：挖掘学生动力资源,激发学习兴趣;引入生活素材,激活学生的生活经验;抓住生成性的东西再创造,收获更多的精彩;坚持因材施教,用好学生的差异资源;彰显学生的闪光点,为学生潜在优势的发挥提供舞台;经营好学生的错误资源,让错误成为学生成长的跳板;利用学生环境资源熏陶,提升学科素养;调动学生的情绪资源,帮助学生“破茧成蝶”;开发学生的家庭资源,增强理论教学的感染力;同时不断拓展教师的专业知识和能力,提升教师的生命价值。 相似文献
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A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are “forced” to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students. 相似文献
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许培栓 《海南广播电视大学学报》2013,(1):40-43
课题组问卷调查显示,海南高校有宗教信仰的学生占被调查学生的9.7%,女生信教比例稍高于男生,农村学生信教比例稍高于城镇学生,信教学生中信仰佛教比例高于其他宗教。海南大学生对国家宗教信仰政策认识模糊,对信仰宗教持宽容态度。要在实际工作中理性看待大学生宗教信仰问题,加强社会主义核心价值体系教育,构建"四位一体"的马克思主义宗教观教育体系,注重培养大学生高度自觉的理论自信和信仰自信。 相似文献
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In this difficult economic climate state policy makers are increasingly focused on higher education as an economic development tool. Many rust belt states are looking to transform themselves from a state dependent on manufacturing and agriculture to a more diverse knowledge based economy. Many nations use higher education as a catalyst for economic development but rarely has it been viewed as a more local state or province based initiative. Therefore, one often overlooked component of an integrated economic strategy is encouraging more international students to attend college in a particular state, as an economic development tool. International students not only add significantly to the local economy through direct expenditures, but enrich the experiences of domestic students. In addition, many international students remain in the community in which they were educated, adding a global dimension to existing firms, or in many cases, establishing a new entrepreneurial venture. As competition for students intensifies, and states look to find solutions to supplement their growing budget deficits, many more will be looking to promote their public universities to increase international student enrollment. Yet little is known about the perceptions of the two groups, international students and domestic students, who will be most directly impacted by the economic and public policy issues. Understanding the perceptions of international students is crucial to developing an effective marketing plan, while views of domestic students are also important as they shape the experiences of international students and influence public policy. The current study utilised a survey of more than 800 students to measure current students' perceptions in the following three areas: the state economy, impact of international students, and public policy and international students. Results suggest that domestic students are concerned about the state's economic future, have a positive perception of the economic benefits of international students, and support policies to increase international student enrollment. International students have more positive views of globalization and the positive economic impact of internationalization of education. In addition, international students have a positive perception of their experiences in the state, although many do not, at this time plan to stay in the state after graduation. 相似文献
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准确认定贫困生资格,是公平、公正、合理分配国家资助资源的先决条件,是高校学生资助实践过程中必须解决的首要问题。文章在比较和分析国内外贫困生认定办法的实践和理论研究成果的基础上,构建了高校贫困生综合认定指标体系的理论模型,提炼出了一个系统化科学化的贫困生认定可操作范式和模型。 相似文献
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Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses. 相似文献
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Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. 相似文献
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Based on data collected from middle school students in a U.S. school (N = 159) and a Chinese school (N = 183), this study compared Internet use in school and at home between American students and Chinese students, explored what affected students’ use of the Internet, and examined how students’ Internet use related to their learning. Results reveal that (a) significant differences in online activities between American students and Chinese students were found in school, but not at home. Further analysis suggests that different pedagogical practices in these two cultural contexts led to the different uses of the Internet in school between American students and Chinese students. (b) There were significant school/home differences in Internet use for American students, but not much school/home difference was found for Chinese students. (c) There were salient similarities between American students and Chinese students in terms of the most popular activities they engaged in online. (d) Internet use in teaching and learning in school had some influence on students’ interest in learning specific subjects. 相似文献