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运用自组织理论可以科学认识高校学生社团的组织属性并指导学生社团协调发展。结合自组织理论的分析框架可以发现,高校学生社团既具有他组织属性,也具有自组织属性。因此,应当从他组织和自组织两个角度来统筹高校学生社团发展,同时重视指导教师的组织枢纽作用,积极找寻组织教育中的序参量,引导学生社团科学、协调发展。 相似文献
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根据相关文件,高校学生社团是以加强大学生思想政治教育、作为制度化教育的补充形式以及个人兴趣培养为宗旨而出现,在建制上要求社团成员自治并设立指导教师.高校学生社团作为一种拟自治组织,组织目标的实现是通过组织管理实现的,依据高校学生社团的拟自治性来加强管理和建设,是一种理性选择. 相似文献
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美国高校的学生社团管理形成了一套独特的社团工作模式。中美高校在社团工作指导思想、社团管理方式、社团物质保障及社团指导等方面,各有特色。美国高校学生社团管理工作的一些好做法和经验,对加强我国高校学生社团管理有着一定的启发意义。 相似文献
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根据相关文件,高校学生社团是以加强大学生思想政治教育、作为制度化教育的补充形式以及个人兴趣培养为宗旨而出现,在建制上要求社团成员自治并设立指导教师。高校学生社团作为一种拟自治组织,组织目标的实现是通过组织管理实现的,依据高校学生社团的拟自治性来加强管理和建设,是一种理性选择。 相似文献
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社团活动目前已成为高校实施素质教育的重要途径和有效方式,但按熵增原理分析,目前高校学生社团中较多地存在着一种"熵增"现象,即组织松懈、行为散漫、活动容易偏离方向等。针对这种状况,指导教师应帮助学生社团构建起一种"熵减"机制,应加强对学生社团的思想引领、加强学生社团的组织建设、加强对学生社团活动的指导、给学生社团以应有支持,同时指导教师的介入应做到适度。 相似文献
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20世纪90年代中后期,贵州高校学生社团进入了一个蓬勃发展期,各高校都纷纷成立了诸多社团,取得了许多可喜成绩,在其发展过程中也存在着专业指导不够、管理体系和运行机制不够完善、活动经费和场地等硬件资源方面严重匮乏等问题,面对这样的挑战,探索在高校推进“社团建团”、“社团导师制”、“社团骨干梯队培养”等路径,以使高校学生社团更加有序健康的发展。 相似文献
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高校学生社团的蓬勃发展给高校团建带来了新的机遇和挑战,文章从社团建团的意义和社团建团的探索两个视角审视高校学生社团的团建工作,对于理解和指导社团团建工作具有参考价值。 相似文献
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朱慧芹;湛玉婕;陈竹 《开封教育学院学报》2013,(4):122-123
高校学生社团的蓬勃发展给高校团建带来了新的机遇和挑战,文章从社团建团的意义和社团建团的探索两个视角审视高校学生社团的团建工作,对于理解和指导社团团建工作具有参考价值。 相似文献
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辅导员是大学生健康成长的导师和引路人,更是高校德育和大学生思想政治工作的生力军。然而,现阶段辅导员工作仍存在诸多不尽如人意之处,具体表现在：师生人数比差距过大,工作重心偏移;激励机制不明显,考核标准不科学;晋级晋职有困难,培训机制不完善等等。通过问卷调查的方法,研究了广东省高校辅导员的工作现状,在此基础上提出了准确定位辅导员工作,建立科学的考核机制与评价体系;健全奖惩制度,完善激励机制;提高辅导员工作待遇,关心辅导员的个人成长等加强高校辅导员队伍建设建议。 相似文献
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Stephanie Herppich Jörg Wittwer Matthias Nückles Alexander Renkl 《Journal of Experimental Education》2013,81(2):242-260
Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human circulatory system in the course of tutoring. The authors found that the teacher tutors were more accurate than were the student tutors in assessing whether a tutee had a low or high level of knowledge about concepts relevant to the human circulatory system. In addition, in comparison with the student teachers, the teacher tutors more accurately assessed the number of concepts that a tutee would know. However, the teacher tutors and the student tutors did poorly in assessing a tutee's mental model of the human circulatory system even though the teacher tutors were more aware of their assessment difficulties than were the student tutors. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2016,(2):59-64
新建本科院校实行本科生导师制具有重大价值意义,但在实践中存在不少困难和问题。新建本科院校本科生导师制在观念层面上应还原其"因材施教,帮助促进学生个性发展和全面发展"的育人宗旨和理念;在具体对策措施上应按照合格评估要求努力实现本科生导师制全覆盖,切实建立导师与学生管理部门沟通协作机制,完善导师工作约束和激励机制,加强导师制配套制度建设,加大对本科生导师的培训力度。 相似文献
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In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgements and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results. 相似文献
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本文通过对高职院校学生社团现状的分析,围绕学生社团呈现出的新特点,探索社团良性运作新途径与新方法,并提出了相应的社团评价办法,对高职院校学生社团工作具有一定参考意义。 相似文献
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This study focused on students' observations of student and staff tutors' behavior during two academic courses, using a thirtynine-item rating scale. The study took place within an integrated problem-based law curriculum. Six major factors in tutors' behavior were identified. Differences between student and staff tutors' performance were investigated. The results showed that student tutors were better at understanding the nature of the problems students face in attempting to master the subject-matter. Student tutors were also more interested in students' daily lives, study experiences and personalities. In addition, student tutors referred to end-of-course examinations more frequently than staff tutors to direct student learning. Alternatively, staff tutors used their subject-matter expertise more often and displayed more authoritarian behavior than student tutors. No differences were found with respect to tutors' focus on cooperation among group members. The results are interpreted in terms of the nature of the knowledge and experiences of students and staff with regard to problem-based learning and its requirements. 相似文献
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TONIA SCHOFIELD 《Pastoral Care in Education》2007,25(1):26-32
This article aims to explore and understand tutor and student perceptions of the role of the tutor in a large Sixth Form College. It examines whether these perceptions are the same and looks at whether the needs of the student are being met within the college. The tutorial structure within the college is described and the unique role of tutors in a further education setting is identified. The findings reveal how students perceive the tutors to have a wide range of roles, which are primarily focused on supporting and promoting learning. It also describes how, despite the acknowledgement of students for the need of emotional support and the recognition and willingness of tutors to fulfil this role, there is a gap in meeting the students' needs. The reasons for this are explored and shown to be a consequence of time constraints and the underlying relationship between students and their tutor. 相似文献