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抗战时期,为动员家庭妇女参加战时妇女新生活运动工作,宋美龄发动中央各机关职员眷属组织新生活运动妇女工作队。军政部妇女工作队队费由其队员的男性配偶承担,其职位也由男性配偶在军政部中的职级所决定。军政部队队员不是依据其兴趣加入各队,因而影响到其对妇女新生活运动工作的持久热情和工作的实际绩效。受战时环境、交通阻滞、身体健康、家庭环境及其配偶人事变迁等因素的影响,时有队员提交辞呈。 相似文献
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作为一名少先队辅导员,首先应该比较全面系统地掌握队员的各种信息,这样才能有针对性地开展工作。然而,由于时间、精力和注意力等客观条件的限制,辅导员对队员信息的掌握十分有限,这不利于少先队工作的开展。因而,我们应该寻找更合理的信息载体和渠道,而少先队小于部正是合适的对象。作为队干部,他们在管理好队员、做好队务工作的同时,可以全面、科学地掌握队员的信息,学会运用信息论原理,充分发挥队干部的功能。 相似文献
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左玉河 《商丘师范学院学报》1993,(3)
三十年代蒋介石发起的新生活运动,在当时国内外曾喧闹一时。地处中原的河南,在国民党军政机关的组织下也广泛地推行。本文拟对新生活运动在河南开展的概况,作如下述评,以飨读者,并就教大方之家。一、新生活运动的发动及其在河南的初步推行1934年2月19日,蒋介石为了“根除”共产主义在中国的传播,配合对中共苏区的军事围剿,克服国民党日益腐败的现象,重整社会秩序,在南昌各界扩大纪念周上作《新生活运 相似文献
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试论新生活运动的特点与效用 总被引：4，自引：0，他引：4
林颂华 《江西师范大学学报(哲学社会科学版)》1995,(2)
新生活运动是一场广泛的社会运动，其影响波及全国，时间持续１５年之久。新生活运动有极强的实用性，其形式和内容是由国民党各个时期的政策所决定的。当国民党政策立足民族利益时，新生活运动就产生积极效用；当国民党政策立足其阶级利益时，新生活运动就产生消极效用。 相似文献
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《历史教学(高校版)》2019,(11)
军政部会计处设立后,在制度建设上取得了不少成绩。不过,在制度运行过程中,仍然存在不少局限。具体而言,军事计政受战时环境、人才缺乏、机关长官消极抵制等因素影响,实施后的效果不尽如人意。不过,从军事现代化的角度分析,仍具有重要的历史意义。抗战时期,军事计政对加强军队财政监督发挥着至关重要的作用。在军政部会计处的领导下,军事计政得以顺利展开,最终为抗日战争的胜利奠定了重要的基础。 相似文献
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很多学校都习惯于在每个学年初,也就是9月份进行少先队干部改选,这样做比过去由老师来任命队十部的确更民主、更进步。但是,在实践中我们发现仍然存在不足的地方:一方面9月份刚开学,无论是老师还是学生都有一个适应的过程;另一方面大队部有很多计划、工作要完成,如:要筹备庆祝教师节、国庆节、中秋节等活动,准备聘请校内外辅导员,给一年级新队员上队课,发展新队员等。总之,这期间正是少先队工作最忙的时候。可是,原六年级的队干部已毕业离校,新的队干部又没有确定,少先队工作容易产生脱节现象,如果再碰上新辅导员上岗或者新的课题(任务)提出,就更容易造成少先队工作的被动局面。 相似文献
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王骏原 《安庆师范学院学报(社会科学版)》2013,(6):107-110,141
1934年蒋介石在南昌发起新生活运动,很快全国大部分省市区相继成立新生活运动组织,推行新生活运动。安徽省在1934年3月首次提倡新生活运动,随后根据组织大纲,改组成立安徽新生活运动促进总会。在1934年-1937年抗日战争爆发前,安徽新运促进会主要组织推行了“规矩～清洁”的经常性工作以及使人民生活趋于军事化、生产化和艺术化的一系列运动,取得了一定的成效,但远没有达到预期效果和目的,其原因主要是因为组织系统不完善,脱离实际以及回避抗日问题。 相似文献
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新生活运动是中华民国历史上的一件大事。文章从改造国民生活的角度,分析新生活运动的缘起及抗战前的发展概况。探讨新生活运动对国民物质生活、精神生活产生的影响,论述新生活运动在国民社会生活改造中的积极意义与不足之处。 相似文献
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良好的团队文化能为科研团队注入高度凝聚力,使团队成员为团队的共同目标而不懈努力。因此,科研团队文化建设对省属重点高校科研团队的建立和发展具有十分重要的意义。要搞好科研团队文化的建设,必须要研究科研团队文化的特征、科研团队文化的建设现状,才能把握科研团队文化建设的主要途径。 相似文献
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针对排球进攻战术的发展,采用文献资料、数理统计及访谈等方法对世界女排强队二号位进攻进行了分析研究,旨在探讨世界女子排球强队二号位进攻之特点。研究发现其特点为对手拦网效果不好以及进攻队员身材高大。由此,世界女排强队二号位进攻的研究有利于厘清当代女排二号位进攻的状况和效果,为提高中国女排二号位进攻的效果提出一定的建议和参考。 相似文献
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Education is centre stage in current UK government initiatives to promote multi-agency team work. This paper draws on a research project which explored the way in which multi-disciplinary teams work and learn together in their practice with children, to consider the implications of ‘joined-up’ practice for theorizing dilemmas of knowledge creation and identity transformation for professionals in multi-agency teams. The paper focuses primarily on the experiences of education professionals. We exemplify some dilemmas of ‘joined-up’ team participation in specific workplace activities involving knowledge exchange. We then explore the impact of belonging to multi-agency teams on professional roles, identities and learning. The paper then summarizes strategies which professionals used for resolving dilemmas around learning and knowledge creation, and considers how participating in shared workplace activities might enable or constrain professionals to consoli date their professional identities and learning. Drawing on theoretical research into workplace participation and professional learning, the paper examines implications for theorizing the professional identity of teachers in multi-agency team work, within a systemic model that takes account of: creating new knowledge and practice; enhancing professional identity; and building inter-professional communities. 相似文献
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This study provides a systematic review on the relationships between emotional competence and team learning behaviours, with 32 studies identified as addressing these relationships within teams whose team members are interdependent in the fulfilment of their work tasks and goals. By examining the selected studies' findings, positive relationships between emotional competence and its dimensions and various team learning behaviours were identified. Focussed on emotional competence, the perception of own emotions and others’ emotions supports teams and their members by recognising the emotions that surface during teamwork, while emotional management helps teams deal with these emotions. Although emotional expressiveness as a fourth dimension hardly has been investigated, it plays a key role and is essential to the perception of emotions in a team. Expressing, perceiving and dealing with emotions within a team enables teams and their members to work openly with each other, share and create knowledge, reflect upon teamwork and discuss constructively with each other instead of against each other. Considering the different levels of measurement and analysis, this systematic review provides an in-depth insight into the relationships between emotional competence and team learning behaviours and identifies research gaps such as implications for methodological and future research as well as practical implications for organisational practitioners and teams. 相似文献
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Mieke G.M. Koeslag-Kreunen Marcel R. Van der Klink Piet Van den Bossche Wim H. Gijselaers 《Higher Education》2018,75(2):191-207
Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge. 相似文献
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Kim Schildkamp Maaike Smit Ulf Blossing 《Scandinavian Journal of Educational Research》2019,63(3):393-411
Schools need support in the use of data. To provide this support, a data team intervention was developed. A prior study conducted in the Netherlands showed that several factors can enable or hinder the work of data teams. The current replication study focuses on the factors influencing data use in data teams and the perceived effects of the data teams’ work, but looking at data teams in Sweden. The results of this qualitative study show that the data teams’ work is influenced by the same factors as in the Netherlands: Data characteristics (e.g., relevance of the data), team characteristics (e.g., heterogeneity of the team), and school organizational characteristics (e.g., school leader support). 相似文献
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Chin‐Min Hsiung Shi‐Jer Lou Chi‐Chang Lin Pei‐Ling Wang 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):125-135
In cooperative learning, students work together as a team to maximize the academic success of all the team members. The failure of even a single member can compromise the success of the entire team. Thus, to evaluate the functioning of the team reliably, it is necessary to consider both the performance of the individual team members and the interactions among them. In this study, a method was developed for identifying dysfunctional teams and troubled individuals by examining the correlation between the team scores obtained in sequential tests and the correlation between the scores obtained by the different team members. The effectiveness of the proposed method was evaluated via field experiments. Forty‐eight students were randomly assigned to cooperative learning teams and their learning performance assessed by four‐unit tests. The results indicated that the proposed method can identify the most troubled individuals in a team even when the team performance/grouping information is not taken explicitly into account. Furthermore, when the team information is considered, the method can identify both the dysfunctional teams and the troubled individuals within the teams. Therefore, the proposed method provides a useful basis for the development of computer‐assisted solutions for assessing the performance of cooperative learning teams. 相似文献
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许金富 《宁德师专学报(自然科学版)》2014,(1):33-36
通过观看第十六届亚运会女排的相关比赛视频,将中国队自由队员与外国队自由队员接发球和防守效果进行统计对比分析,阐述自由队员在比赛中的作用和影响.结果表明,中国女排自由队员接发球和防守能力均高于国外女排自由队员和本队其他队员水平,但失误率有待下降. 相似文献
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Avan R. Jassawalla Hemant C. Sashittal Avinash Malshe 《Decision Sciences Journal of Innovative Education》2010,8(1):35-53
While teams are common in business school classrooms, scholars note that few instructors provide teamwork-related instruction. The consequent negative experiences may explain the reported cynicism about teamwork among students. This article reports findings from a study that examined the link between a teaching strategy designed to help students function more effectively in teams and its impact on student perceptions of their ability to work collaboratively with others and on their perceptions of their team's effectiveness. The study found evidence to suggest that a teaching strategy designed to help students reach the multiple stages of team development such as high levels of at-stakeness and transparency positively impacts their perceptions and that these stages effectively mediate the link between the strategy and key outcomes. 相似文献