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对创新高校思想政治工作机制的思考 总被引：1，自引：0，他引：1
当前高校思想政治工作面临着四大挑战。要应对这些挑战,必须创新思想政治工作机制。要建立全方位的思想政治教育主体机制,多渠道的思想政治教育机制,科学的思想政治教育队伍建设机制。 相似文献
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彭勇军 《四川教育学院学报》2011,(12):9-12
思想政治教育工作是高校育人工作的重要组成部分。当前,高校思想政治教育面临着经济全球化、信息网络化、文化多元化等新的境遇,同时也面临着一系列新的课题。通过分析影响高校思想政治教育实效性因素,提出旨在改进和增强实效性的措施,如完善思想政治教育环境、提高教育者自身的素质、优化受教育者接受机制、创新思想政治教育内容和改进思想政治教育方法等,力求为高校思想政治教育工作提供有益的借鉴。 相似文献
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教师思想政治教育是高校思想政治工作的重要内容,是办好中国特色社会主义大学的前提和关键。进入新时代,高校教师思想政治教育面临新形势、新任务,在教育理念、体制机制、方式方法等方面还存在一些问题,因此,高校可通过建立健全有效运转的工作机制、强化思想理论的有效引领、创新教育引导方式方法、构建教师思想政治教育共同体等路径,不断提升教师思想政治素质,进而为培养担当民族复兴大任的时代新人提供有力支撑。 相似文献
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新时期网络的迅猛发展使高校思想政治教育逐渐改变传统模式,互联网与思想政治教育的结合成为历史的必然。文章结合网络的虚拟性、开放性、平等性、丰富性等特点,分析了网络发展给当代高校思想政治教育工作带来便利和机遇的同时,也面临着一系列新的挑战。高校思想政治教育工作应充分利用网络的优势,加强思想政治教育工作队伍建设、校园网建设和提升大学生自律意识,创新工作方法,以适应网络环境下大学生的需要,为高校思想政治教育工作更有效的开展提供一些思路。 相似文献
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随着社会主义市场经济体制的逐步确立和完善,高校的思想政治教育工作面临越来越多的挑战和压力.思想政治教育创新对培养合格大学生具有重要意义.本文阐述了新时期高校学生思想政治工作面临的新挑战和创新高校思想政治教育的工作模式. 相似文献
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浅议新形势下大学生思想政治教育的创新问题 总被引：1，自引：0，他引：1
韦韬 《黔南民族师范学院学报》2010,30(2):51-53
新形势下高校思想政治教育工作创新的关键是工作体制机制的创新,创新的核心是要加强工作队伍建设,创新的重点是工作内容与方法要紧跟时代要求.文章据此提出了相应的观点和主张,力求对当前的高校思想政治教育工作有所借鉴和启发. 相似文献
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杨霜 《淮南职业技术学院学报》2022,(1)
智媒技术给高校思想政治教育带来了前所未有的机遇,高校思想政治工作者应当利用智慧媒体等打造“思政智库”,创新高校大学生思想政治教育方式,实现高校思想政治教育“三全育人”。阐述了智媒时代背景下高校大学生思想政治教育创新的必要性,分析了智媒时代背景下高校大学生思想政治教育创新面临的问题,针对性地提出高校大学生思想政治教育的创新路径。 相似文献
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当前,高校思想政治教育工作呈现出新特点,面临着新挑战。因此,要加强思想政治教育工作的针对性和实效性,必须形成教育合力,要在观念创新、教育机制创新上下功夫。 相似文献
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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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