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随着网络技术的迅猛发展,微博在我国大学生群体中迅速普及,成为大学生资讯获取和信息交流的重要平台,许多高校已经开始抢占＂微博＂这块思想政治教育的网络新阵地。课题组通过问卷调查,对高校微博思想政治教育的现状进行了分析：一方面,思想政治教育的新载体———微博得到了多数师生的认可;另一方面,高校利用微博开展思想政治教育的实际情况并不理想。文章进一步针对利用微博加强和改进大学生思想政治教育进行了对策探讨。 相似文献
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随着互联网时代的到来,"微博"逐渐走进了我们的生活,其强大的功能和影响满足了青年人在现实生活中无法满足的需求,因而很快风靡全球。如何有效利用"微博"的优势开展思想政治教育,同时避免其可能带来的消极后果,对思想政治教育工作构成挑战。实践表明,运用"微博"开展思想政治教育工作不仅是必要的,而且可以站在发展的潮头拓展思想政治教育工作的领域,提高思想政治教育工作的针对性和有效性。同时必须注意到大众名人在"微博"思想政治教育中发挥的影响和作用。 相似文献
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微博时代大学生思想政治教育工作的新途径 总被引：1，自引：0，他引：1
微博在改变着大学生的信息获取、人际交往和休闲娱乐等生活方式的同时也在影响着大学生的价值观念和思想观念,这对大学生思想政治教育工作带来了新的挑战。在＂微博时代＂下,思想政治教育工作者必须重新审视大学生思想政治教育工作的内容、理念和方法,探求思想政治教育工作的新途径已经成为当下思想政治工作者至关重要的任务。 相似文献
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微博的教育功能打破了传统思想政治教育面对面的模式,为辅导员使用微博开展思政工作提供了新平台。高校辅导员必须积极主动地运用微博开展思想政治教育,才能跟上时代步伐,有效提升思想政治教育实效。但受事务性工作繁重、技术条件限制、缺乏系统培训及职业倦怠等因素的影响,辅导员在使用微博开展学生的思教工作方面还存在一些问题。高校相关部门应完善微博工作体系,辅导员应树立创新工作意识,加强对微博使用技巧的掌握,开拓高校思想政治教育工作新途径。 相似文献
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李翔宇 《荆州师范学院学报》2013,(6):127-128
随着媒体对高校微博关注度的不断提升,其社会地位也慢慢加强。鉴于微博具有媒介传播的功能,不仅影响着网民大众,对高校学生的吸引力也越来越强。＂微时代＂的到来,使高校思想政治教育工作面临着新的挑战与机遇。高校的思想政治教育工作者应充分利用微博,使其发挥正面的积极作用,以大幅度提升学生的思想政治素质。 相似文献
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李智 《当代教育理论与实践》2012,(8):62-63
微博作为新兴的一种网络应用,越来越受到广大思想政治教育者的关注,微博对大学生思想政治教育工作产生了现实的挑战,高校思想政治工作者要善于利用微博来开展大学生思想政治教育工作,发挥积极作用。 相似文献
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李轶 《牡丹江教育学院学报》2015,(4):39+64
在信息技术蓬勃发展的今天,微博的出现影响了社会各个领域,也得到了国内大学生的认可和追捧.微博在大学生群体中的广泛应用,为高校的思想政治教育带来了前所未有的机遇,也使其面临一系列问题.本文在探讨微博对高校思想政治教育产生冲击的基础上,提出在微博视域下正确开展高校思想政治教育工作的相关对策. 相似文献
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程显达 《赤峰学院学报(自然科学版)》2013,(13):176-178
微博的兴起对传统的思想政治教育产生了深远的影响.本文从微博所具有的特点出发,认为目前比较流行的微博具有内容简单明了、操作方式便捷和个性化的特点,进而分析了微博对传统思想政治教育工作的影响,这种影响体现在传统载体、教育质量和工作方法上.在目前微博对青年人影响日益加剧的背景下,针对这三个影响,最后得出了三条应对策略,充分利用微博来开展思想政治教育工作,保持思想政治教育工作的吸引力是当前的重中之重. 相似文献
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王雪婷 《荆州师范学院学报》2011,(11):130-132
微博,作为时下最为火热的网络新媒体,具备门槛低、易互动、及时、真实等优点。目前不少国内高校开通了自己的官方微博,但其思想政治教育功能还未被充分开发利用。因此,高校须对微博进行合理规划和管理,利用其培养并管理＂学生粉丝＂、积极与学生互动、组织话题讨论和各种创意活动,使其成为思想政治教育工作的新阵地。 相似文献
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Stacey L. Kerr Mardi J. Schmeichel 《Journal of Research on Technology in Education》2018,50(3):241-252
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants' tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces. 相似文献
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微博视角下的大学生思想政治教育观 总被引：4，自引：0，他引：4
郭静虹 《廊坊师范学院学报》2011,27(1):118-120
微博开启了随时随地记录和交流的媒体时代,深刻地影响和改变着人们的生活和行为方式。当代大学生思维活跃、接受力强,与新媒体的发展天然地结合在一起,高校应因势利导,深刻认识微博对思想政治工作的影响,积极探索利用微博创新大学生思想政治教育的方法,努力开创新形势下大学生思想政治教育的新局面。 相似文献
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Benjamin Gleason 《Learning, Media and Technology》2018,43(2):165-180
This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources, including archival data from participants’ Twitter over a two-year span, and semi-structured interviews. Results found that teenagers developed a number of practices that facilitated orientation to cultural conventions of teenage Twitter, helped them mobilize followers for participatory events, and led to reflective awareness of how to tell stories on Twitter. This study suggests that teenagers used the affordances of Twitter in order to craft multimodal narratives that are co-constructed, participatory, nonlinear, and emergent. Thinking in hashtags, for participants, is a kind of action that serves to develop affinities of relation (to friends, to pop culture, and to new knowledge) through mediatized ‘vital life stuff.’ 相似文献
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Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for online spaces to be unsafe. In particular, the social media site Twitter, used and promoted by many educators to collaborate within professional learning networks, is rife with misogyny and racial violence. Through a review of the current literature on social media use in teacher education, and a multi-disciplinary perspective on issues of cyber-violence, I will discuss the ethical implications for teacher educators who want to use Twitter as a pedagogical tool and offer strategies to develop critical social media literacy practices. 相似文献
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探析微博客在大学英语第二课堂教学中的交互应用 总被引：3，自引：0，他引：3
罗婷 《湖北广播电视大学学报》2011,31(2):118-119
信息技术的迅猛发展为教育提供了全新的教学应用模式和平台,其中Twitter是互联网Web2.0技术下最具代表性的平台。微博客与Twitter关系甚密,本文阐述了Twitter的特点和使用,列举出国内部分类Twitter平台。针对目前开展的大学英语第二课堂教学的不足,举例探讨在国内微博客平台下拓展大学英语第二课堂教学的交互活动,为大学英语第二课堂学习提供了全新的视角。 相似文献
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Mathematics teachers are using Twitter as a backchannel at conferences. Understanding whether teachers are using Twitter differently at traditional conferences like the National Council of Teachers of Mathematics (NCTM) Annual as compared to new conference models like TwitterMathCamp (TMC) is important. Tweets surrounding the 2015 NCTM Annual and TMC2015 were collected and analyzed to determine the differences in tweeting behavior of the mathematics teachers. Our results showed teachers use Twitter in common ways, despite the attention placed on social media at new conferences. 相似文献
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Anna Hogan 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):377-392
This paper investigates the contemporary nature of education activism in the context of the Global Education Industry (GEI). Theorising around contentious politics, the activist teaching profession, and notions of ‘connective’ action, suggests that educational activists are now using social media to oppose the increasing commercialisation of education. This paper focuses on the ‘#tellPearson’ campaign to explore how Twitter was leveraged as a social space to promote a campaign against the activities of Pearson plc. Analysis of this Twitter network shows how new social structures are being used to frame issues, mobilise resources and promote stakeholder action. While it is difficult to offer definitive conclusions about the success of this campaign, it is possible to reflect on the strategies now being used to hold those in positions of power and influence in the GEI to account. 相似文献
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Peter Tiernan 《Education and Information Technologies》2014,19(4):673-690
Research indicates that student engagement with lectures, and participation in discussion and debate, greatly improve their learning and experience of University. The nature of some lectures means they can lack opportunities for interaction and active learning. For this reason it can be difficult for some students, especially students new to University, to fully engage in lectures, and interact with their peers. This study attempts to use Twitter as a means of increasing these opportunities for interaction and engagement for students, especially those who may lack the confidence to engage traditionally. As a first step, the study analyses the use of Audience Response Systems to understand the role technology can play in providing opportunities for interaction. Following this, a review of experiments conducted using Twitter is carried out. While there is a dearth of research in this area, these cases provide some valuable insights into the use of this technology and its integration into education. In the methodology section, the process of using Twitter in lectures is explained, along with some of the challenges and obstacles faced. Findings presented indicate that while adoption of Twitter was low, the platform provides engagement opportunities for timid members of the group, while having a generally positive impact on engagement and discussion for the group as a whole. Finally, emerging uses of the Twitter platform are examined, allowing the reader glimpse possibilities for future integration. 相似文献
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In light of multiple, dispersed forms of online civic participation, we must reconceptualize how public intervention into policy production and enactment takes place. This study examines a case of academic and operational restructuring termed ‘TransformUS’ that took place at a Canadian university in Saskatchewan from 2013 to 2014. Our analysis centers on a sequence of high profile events in May 2014 at the University of Saskatchewan, sparked by the firing of a tenured dean who publicly criticized TransformUs. We examine the mobilization of this policy conflict, and specifically, how discourses and actors were implicated in its movement, alongside articulations of neoliberalism/anti-neoliberalism and academic freedom. We analyze data posted by Twitter users (tweets), in combination with hyperlinked articles, to examine content and methods of communication. We argue that broader mobilization of TransformUs was enabled through the decontexualization of a localized conflict situation and its recontextualization as an issue of academic freedom. 相似文献