共查询到20条相似文献，搜索用时 250 毫秒
1.
艾梅 《楚雄师范学院学报》2005,20(5):125-132
楚雄州社会科学界联合会共有所属40个社会科学社团和3个学会分会、17个学会分支机构,对社会科学团体的发展状况、特点、面临的机遇和挑战进行分析,目的是探索社会科学社团的健康发展思路. 相似文献
2.
党的十六大以来,以胡锦涛为总书记的党中央继承和发展我们党关于繁荣发展哲学社会科学的思想,高度重视哲学社会科学的战略地位,大力提倡哲学社会科学的不断创新,推动创立中国特色的哲学社会科学,努力实现哲学社会科学与自然科学的有机结合,促使哲学社会科学进入繁荣发展的新阶段。 相似文献
3.
繁荣发展哲学社会科学是提高哲学社会科学队伍思想政治素质的迫切需要。我们要充分认识当前高校哲学社会科学面临的形势和任务,牢牢坚持马克思主义在哲学社会科学中的指导地位,进一步增强用马克思主义指导哲学社会科学教学科研工作的自觉性和坚定性,积极推进我省高校哲学社会科学事业的繁荣和发展。 相似文献
4.
民办高校发展哲学社会科学对提升自身内涵具有重要作用.民办高校繁荣发展哲学社会科学有良好的外部环境和内部条件,但同时也面临一些"瓶颈",在思想观念上对哲学社会科学的作用认识尚不到位,在具体实际工作中不够重视发展哲学社会科学.民办高校应该通过繁荣发展哲学社会科学,促进内涵式发展. 相似文献
5.
《佳木斯教育学院学报》2018,(9)
高校哲学社会科学的繁荣发展是培养高素质人才的要求,是文化自觉和文化自信的要求,是推进理论创新的要求。目前高校哲学社会科学发展中存在着对马克思主义理论、中国特色社会主义信仰不够坚定,对中华优秀传统文化缺乏自信等问题。而坚定文化自信,繁荣发展高校哲学社会科学直接关系到我国哲学社会科学的繁荣发展。坚定文化自信繁荣发展高校哲学社会科学要坚持以马克思主义为指导,以十九大精神引领高校哲学社会科学的发展;教材、教学、教师"三位一体"出发全面提高哲学社会科学教育教学质量;从学科、层次、年龄三方面构建起梯队衔接的高校哲学社会科学人才体系;坚定文化自信,打造优势特色学科;运用互联网和大数据技术,构建哲学社会科学研究信息化平台,服务社会。 相似文献
6.
习近平总书记在哲学社会科学工作座谈会上的重要讲话．深刻回答了事关我国哲学社会科学长远发展的一系列根本性问题,强调了繁荣发展哲学社会科学的重大意义与作用,明确了加快构建中国特色哲学社会科学的历史使命、战略任务与根本要求,为进一步繁荣发展哲学社会科学指明了方向,提供了基本遵循。学习贯彻总书记这一重要讲话精神,推动高校哲学社会科学发展。应在以下几个方面着力： 相似文献
7.
魏淑艳 《锦州师范学院学报(哲学社会科学版)》2011,(6):31-34
繁荣哲学社会科学是党中央提出的重要使命。这一使命提出的理论价值在于完善中国特色社会主义意识形态以及宣传中国特色的意识形态。其现实价值在于适应中国崛起,适应全球化和国内社会变革,解决我国哲学社会科学的发展状况与大国的崛起和国内经济社会的深层次变革不相适应的矛盾。由于当前我国哲学社会科学繁荣发展面临着一系列问题,要推动哲学社会科学繁荣发展,哲学社会科学界必须进一步解放思想,必须坚持以马克思主义作为哲学社会科学的根本指导思想,党委和政府要切实大力支持哲学社会科学的繁荣发展,培养和造就一批高素质的哲学社会科学人才队伍,尊重哲学社会科学的研究规律,高校科研管理要摒弃短期行为,哲学社会科学工作者也要自强不息。 相似文献
8.
培养哲学社会科学研究生创新能力,有利于我国综合国力的提升,有利于繁荣与发展我国哲学社会科学,有利于促进研究生综合素质全面提升。目前哲学社会科学研究生创新能力培养存在社会认知偏见导致哲学社会科学研究生缺乏创新动力,培养机制单一导致哲学社会科学研究生缺乏创新活力,自身发展不全面导致哲学社会科学研究生缺乏创新素养等问题。应明确培养目标,增强哲学社会科学研究生学术使命感,改革研究生培养模式,激发研究生创新活力,加强自身能力全面发展,不断提高创新素养,提高哲学社会科学研究生创新能力培养的实效。 相似文献
9.
陈先达 《思想理论教育导刊》2001,(11):9-11
自然科学和哲学社会科学对社会历史的发展具有十分重要的作用;哲学社会科学对社会主义社会更为重要;要繁荣哲学社会科学,加强哲学社会科学的人才培养. 相似文献
10.
哲学社会科学工作者在新时期要清醒认识当代哲学社会科学研究的现状,把握哲学社会科学发展的趋势,尊重哲学社会科学规律,全力推进自主创新研究,全面提升研究质量。 相似文献
11.
Dixon JA 《Child development》2005,76(1):1-23
Developmental ordering is a fundamental prediction in developmental science. However, tests of ordering hypotheses are not generally available for continuously developing variables. One promising test of developmental ordering, the shape of the relationship between 2 variables, requires that changes in each underlying variable are captured equally well across the developmental span (measures are linearly related to the variables). If either measure is more sensitive to earlier or later developmental changes in the underlying variable, the shape of the relationship changes radically. The article demonstrates that the viable alternative hypotheses for an observed developmental relationship require specific types of nonlinearity in measurement and, therefore, have testable predictions for the residuals (the second moment). Ordering as evidence in developmental science is discussed. 相似文献
12.
The domain of developmental psychopathology 总被引：15，自引：1，他引：15
It is the "developmental" component of developmental psychopathology that distinguishes this discipline from abnormal psychology, psychiatry, and even clinical child psychology. At the same time, the focus on individual patterns of adaptation and maladaptation distinguishes this field from the larger discipline of developmental psychology. In this essay a developmental perspective is presented, and the implications of this perspective for research in developmental psychopathology are discussed. A primary consideration is the complexity of the adaptational process, with developmental transformation being the rule. Thus, links between earlier adaptation and later pathology generally will not be simple or direct. It will be necessary to understand both individual patterns of adaptation with respect to salient issues of a given developmental period and the transaction between prior adaptation, maturational change, and subsequent environmental challenges. Some examples are discussed, with special attention to the case of depression. 相似文献
13.
D. Michael Malone 《Early Childhood Education Journal》2006,34(3):215-225
The purpose of this paper is to present data demonstrating the differential pattern of association among play behaviors and
developmental age that emerge for children with and without mental retardation across play situations. Seventeen preschool
children with mental retardation and 17 preschool children without mental retardation were matched on developmental age and
sex and observed during both home-based independent play and classroom-based freeplay. Results are presented for (a) between-group
comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental age correlational
patterns, (b) between setting comparisons of home-based and classroom-based categorical–developmental age and sequential play–developmental
age correlational patterns within each group, and (c) comparisons of the pattern of categorical play–developmental age and
sequential play–developmental age correlations within both setting and group. Results suggest both group and setting variation
in the play–developmental age correlational patterns. Implications for multi-contextual understanding of children’s play and
the use of play in early childhood assessment are discussed. 相似文献
14.
The challenges facing student athletes are substantial. The student athlete population faces developmental tasks similar to their nonathlete peers, as well as confronting unique issues. Student athletes' developmental needs are considered within the framework of the psychosocial developmental model proposed by Chickering (1969; Chickering & Reisser, 1993) with special attention to the additional challenges that may make the struggle to resolve the “normal” developmental tasks more difficult. Suggestions for counseling interventions guided by the framework are provided. 相似文献
15.
Since its birth approximately 100 years ago, the field of child development has undergone fluctuations in the criteria used to determine which research topics are more or less worthy of study. The purpose of this paper is to identify the forces that influence how developmental research is prioritized and evaluated and how these influences are changing as we enter the new millennium. We do so by considering the developmental researcher in context and suggest that there will be increasing pressure to use new criteria when assessing the significance of twenty-first-century developmental science. We review the three most commonly used forms of research validity--internal, external, and ecological--and then identify new research validities that we believe are likely to play increasingly important roles in the next millennium. We also argue that many developmental scientists will increasingly be pressured by forces that are external to the traditional research environment and that these forces will shape the ways in which the significance of developmental research is evaluated. 相似文献
16.
《Australian Journal of Learning Difficulties》2013,18(2):103-112
The first part of this paper explains the distinction between proximal and distal causes of developmental disorders of cognition, with special reference to developmental disorders of reading. A number of different proximal causes of developmental disorders of reading have been identified. These correspond to a number of different patterns of developmental reading impairments – a number of “types of developmental dyslexia”, if you like – which are described in the second part of the paper. These patterns are interpreted in relation to a specific information-processing model of the cognitive system for reading. How each pattern is diagnosed, and how each might be treated, is discussed. 相似文献
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18.
张小燕 《四川教育学院学报》2013,(4):102-105
丰富多样的音乐发展手法是川南彝族唢呐音乐的特色和生命力所在,不但具有民族民间器乐共同特点,而且具有强烈个性化特点。其主要发展手法是重复、变奏、核心音调的发展、调式交替的对比、声部的呼应和对位手法等。 相似文献
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20.
James D. Wolfle Mitchell R. Williams 《Community College Journal of Research & Practice》2014,38(2-3):144-153
This research study examined the 2006 cohort of First-Time-in-College students from all 23 community colleges in Virginia. The goal was to examine fall-to-fall persistence and success in the first college-level mathematics course. Predictor variables used were developmental status, age, gender, and race and ethnicity of the student. Interaction variables were created to determine if age, race and ethnicity, or gender moderates the effects of developmental status for both persistence and success. And a model was created using all main and interaction predictor variables to determine to what extent each variable accounts for persistence and success. It was found that neither gender nor race and ethnicity moderates developmental status for either persistence or success, but age moderates both success and persistence. Developmental courses are more effective for traditionally aged students and developmental courses are positively related to the persistence of nontraditionally aged students and negatively related to the persistence of traditionally aged students. The predictor variables developmental status, age, race and ethnicity, and gender are all significantly related to both the success and persistence of students. The effect of developmental status on both success and persistence is weak. Nondevelopmental status, female, nontraditionally aged, and non-Black race and ethnicity are all positively related to the success of students. Nondevelopmental status, female, traditionally aged, non-White and non-Black race and ethnicities are all positively related to the fall-to-fall persistence of students. 相似文献