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1.
分析大学生宿舍文化建设的状况,阐述大学生宿舍文化建设的原则,提出通过优化基础设施建设、完善宿舍管理机制、创新辅导员工作方式、开展多样化的宿舍集体活动等加强宿舍文化建设。 相似文献
2.
分析大学生宿舍文化建设的状况，阐述大学生宿舍文化建设的原则，提出通过优化基础设施建设、完善宿舍管理机制、创新辅导员工作方式、开展多样化的宿舍集体活动等加强宿舍文化建设。 相似文献
3.
《昭通师范高等专科学校学报》2014,(3):76-79
高校校园文化的含义非常广泛,宿舍文化是其中的一个重要组成部分,而且它也能够引导大学生的世界观人生观价值观的培养。论文立足高校校园宿舍文化建设,探索宿舍文化的内涵以及特点,探析高校宿舍文化建设的基本原则,剖析宿舍文化创建的途径,并把建设高校宿舍文化的意义与价值作为研究的最终落脚点。 相似文献
4.
大学生宿舍文化的建设,有利于营造积极、和谐、健康的学习生活环境,也有利于促进学校与学生之间良好的交流互动,对于高校思想政治工作和长期的发展规划都具有积极的影响.自律委坚持事实求是、服务师生的原则,把学校的发展目标与学生的素质教育放在首位,从制订相关的指导性约束条文开始,积极参与日常宿舍管理、全面开展宿舍宣传教育、大力组织宿舍文化活动,循序渐进地建设表层、中层、深层宿舍文化相融合的完整的宿舍文化体系,并取得了一定成效,这对于高校的大学生宿舍文化建设,具有一定的借鉴意义. 相似文献
5.
李相豸 《北京教育(高教版)》2012,(9)
大学生宿舍文化对每位宿舍成员的思想政治素质、道德素质、心理素质以及行为习惯都有非常重要的影响。在大学生宿舍文化建设中,要坚持依法管理同疏导相结合、奖罚分明等原则。要建立一支素质高、责任心强、能奉献、有威望的宿舍管理队伍。要党建工作进宿舍,发挥学生主体作用,提高宿舍文化活动的实效性。 相似文献
6.
《佳木斯教育学院学报》2016,(12)
如今,大多数学者认为宿舍文化可以被定义为在大学生宿舍这一特定的环境中,宿舍的所有成员在宿舍客观条件的作用下,进行多样化、可允许的活动时所产生的物质环境与文化气氛。它涵盖两个层面,即物质层面与精神层面,这两个层面互为表里、相互渗透、相互转换,最终完成高校宿舍文化体系的建设。由此可见,宿舍文化建设主要包括两方面内容[1]:物质环境建设与精神文化建设。 相似文献
7.
建设积极向上的宿舍文化对优化大学生生活与学习环境、提高大学生素质、促进大学生全面发展有着重要意义。文章以学习型组织理论为研究视角,分析大学生宿舍文化建设存在的问题,进一步提出改革对策：重视自我超越,促进学生的全面发展;改善心智模式,重新认识大学生宿舍文化建设;建立共同愿景,明确宿舍文化建设的方向和目标;加强团体学习,重视宿舍成员之间的沟通与合作;学会系统思考,实现宿舍文化建设的长远发展。 相似文献
8.
宿舍文化是校园文化建设的重要组成部分,但目前高职院校的宿舍文化存在一些突出问题,这些问题已经影响到构建和谐宿舍文化。因此,要从教师队伍、管理体制和管理方法三个方面对高职院校宿舍文化建设进行改革和探索,并提出了高职院校宿舍文化建设的几点思考与看法。 相似文献
9.
王沁芳 《佳木斯教育学院学报》2013,(5):232-233
高校学生宿舍文化是校园文化的重要组成部分。宿舍文化的内涵体现在物质文化、制度文化、行为文化和精神文化四个方面。本文首先浅析了当前高校宿舍文化建设中存在的主要问题,并结合问题从宿舍文化内涵的四个方面,探讨了加强高校学生宿舍文化建设的思路,以期为教育与管理工作提供参考。 相似文献
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Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.
Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.相似文献
12.
Anna Stetsenko 《Cultural Studies of Science Education》2008,3(2):521-533
In this rejoinder, I comment on how going through the activity of participating in this forum and of engaging in dialogue
with my commentators makes sense at several levels—most importantly, at the personal and the conceptual—and how these two
levels are intricately connected. The link between the personal and conceptual (cognition and emotion)—their de facto unity—is
highlighted through a discussion of a theoretical stance that has to do with ineluctable dialogicality of any and all aspects, incarnations, and expressions of human development, being, and learning. The dialogicality of knowing
comes to the fore if knowledge is understood as being part and parcel of ongoing real life activities out in the world imbued
with ideology, values, and commitments. In this stance, knowing and acting, words and deeds, theory and practice cannot be
ever thought of as separate realms; instead they inevitably and necessarily appear as belonging together and as forming inherent
aspects (or dimensions) of one and the same process of people collaboratively engaging with and transforming the world.
相似文献
| Anna StetsenkoEmail: |
13.
This article employs qualitative research methods to explore the urban adaptation and adaptation processes of Chinese migrant
children. Through twenty-one in-depth interviews with migrant children, the researchers discovered: The participant migrant
children showed a fairly high level of adaptation to the city; their process of urban adaptation emerged as three categories:
the U-Type, the J-type, and the “flat line” type. Also explored were long-term acquisition of explicit behaviors, implicit notions, adaptation
to the socio-cultural environment, and success in education as difficult aspects of adaptation. After comparing these three
processes, the research team developed a theory of migrant children urban adaptation. It hypothesizes that during the urban
adaptation process, migrant children will encounter four stages of development: excitement and curiosity, shock and resistance,
exploration and adaptation, and finally integration and assimilation.
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Translated by Amanda Weiss from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2008, (3): 9–20, revised by Deane Neubauer, Emeritus
Professor, University of Hawaii 相似文献
14.
Although there is a substantial amount of literature documenting the relationship between child abuse and behavioral problems in China, there is, on the other hand, a limited number of studies on the joint and unique associations of maternal and paternal physical abuse with child behaviors within the Chinese context. The present study, using the family systems theory as the theoretical framework, aims to examine these joint and the unique associations of maternal and paternal physical abuse with externalizing and internalizing behaviors among a community sample of Chinese children. A total of 296 children (54.7% boys, mean age 12.31 ± 0.56 years) from two-parent families participated in the study, and they reported their physical abuse experience by their mother and father in the previous year using the Chinese version of the Parent-Child Conflict Tactics Scale. Participants, using the Youth Self Report, reported personal externalizing and internalizing behaviors, and, similarly, their mothers, using the Child Behavior Checklist, assessed children’s externalizing and internalizing behaviors. Linear mixed effect models with random intercept and slope were used to examine the joint and unique associations of maternal and paternal physical abuse with child externalizing and internalizing behaviors. Results revealed that physically abused children were more likely to be simultaneously abused by both mothers and fathers. Furthermore, when compared with their non-abused counterparts, children with physical abuse that was carried out solely by mothers (externalizing behaviors: β = 6.71, 95% CI = 2.45–10.98, p < 0.01; internalizing behaviors: β = 4.52, 95% CI = 0.37–8.66, p < 0.05) or by both mothers and fathers (externalizing behaviors: β = 4.52, 95% CI = 1.80–7.24, p < 0.001; internalizing behaviors: β = 2.98, 95% CI = 0.34–5.61, p < 0.05) reported more externalizing and internalizing behaviors. Externalizing and internalizing behaviors of children who were physically abused solely by fathers did not significantly differ from those of their non-abused counterparts, which may result from the small sample size. The present findings suggest that maternal physical abuse may have a dominant and unique association with child behaviors, regardless of whether paternal physical abuse occurs within the family. Implications for future research and practice within the Chinese context regarding the subject of child behaviors and parental abuse are discussed. 相似文献
15.
Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(4):891-916
The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter
continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process
of cultural bricolage that leads to cultural métissage and therefore hybridity and heterogeneity. To escape the hegemonies
that arise from the ontology of the same—which, as I show, undergirds much of educational thought—I ground the notion of diaspora in the ontology of difference. Difference
and heterogeneity are the norm, not something less than sameness and purity. This ontology allows framing bricolage, métissage,
hybridity, and heterogeneity as positive concepts for theorizing the experiences of learning science and identity not only as a consequence of cross-national migrations—Mexicans
in the US, Asians and Europeans in Canada, Africans in Europe—but also the experience of native speakers who, in science classrooms,
find themselves (temporarily) at home away from home. My exemplary analyses show how the very fact of cultural and linguistic
differences within themselves gives rise to the possibility of symbolic violence in science classrooms even to those whose
ethos is or is closest to the one at the heart of science.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). 相似文献
| Wolff-Michael RothEmail: |
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). 相似文献
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Derek J. Harmon Stefanie M. Attardi Malli Barremkala Danielle C. Bentley Kirsten M. Brown Jennifer F. Dennis Haviva M. Goldman Kelly M. Harrell Barbie A. Klein Christopher J. Ramnanan Joan T. Richtsmeier Gary J. Farkas 《Anatomical sciences education》2021,14(2):132-147
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic. 相似文献
18.
Li Yin 《Frontiers of Education in China》2006,1(2):286-299
It has been over ten years since the Teacher’s Law took effect on January 1, 1994, and its promulgation and implementation have somewhat helped in protecting teachers’ legal
rights and interests. Undeniably, however, the Teacher’s Law is defective in many aspects, such as the absence of teachers’ legal identity, its failure to safeguard a teacher’s essential
interests and rights, serious laggardness of the teacher’s appointment system and obstacles to dealing with teachers’ complaints
and litigations. All such defectiveness make the legislative purpose “to safeguard the teacher’s legal rights and interests”
in Article 1 of the Teacher’s Law less effective in practice. Therefore, in order to judicially assist teachers in safeguarding their own legal rights and
interests, it is necessary to modify the Teacher’s Law and especially give priorities to: (1) defining the identity of the state staff member for teachers; (2) treating teachers
owed to in arrears as peasant-workers, and paying and remunerating them punctually (3) formulating detailed measures on the
implementation of the teacher’s appointment system as soon as possible, solving problems of unemployment of teachers arising
from the inequality between the teacher’s rights, the school’s power and the absence of the teacher’s identity; (4) establishing
a lawsuit system connected with teachers’ complaints and personnel arbitration.
__________
Translated from Theory and Practice of Education, 2005:2 相似文献
19.
Nine limiting binaries of Al2O3-SiO2-Re2O3(Re=Nd, Sm, Gd and La) system are assessed. The binary diagrams or experimental information from Toropov, Mizuno, Aramaki,
Bondar, Rolin and Coutures are optimized with the substitutional model of Kaufman and Nesor and the approximate formula of
fusion free energy for rare earth element oxides of Wu and Pelton. The extracted Gibbs free energies of pure solid oxides
and stoichiometric phases and the solution parameters are used to estimate the corresponding binaries, liquidus surfaces and
a series of isothermal sections of four ternaries Al2O3-SiO2-Nd2O3, Al2O3-SiO2-Sm2O3, Al2O3-SiO2-Gd2O3, and Al2O3-SiO2-La2O3. In the Al2O3-SiO2-Gd2O3 system samples as fired at exact temperature with different compositions were analyzed by X-ray diffractometer and the detected
results are fitted with the calculation of isothermal sections.
Supported by State Key Lab of High Performance Ceramics and Superfine Micro-structure (9517 and 9708) 相似文献
20.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献