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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.
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
8.
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
9.
10.
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
11.
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
12.
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.
__________
Translated from Peking University Education Review, 2006 (1) 相似文献
13.
Melissa Gross 《Children‘s Literature in Education》2007,38(2):115-126
Alice Miller’s work provides a theoretical framework to assess the effects of child abuse and its relationship to the development
of creativity, hatred, and violence in the novel Ender’s Game. Analysis focuses on the extent to which children are manipulated in order to meet the needs of adults, the presence of behaviors
such as the repression of feelings and memories, the idealization of perpetrators, blind obedience to authority, and the expression
of repressed feelings in destructive acts, and identification of a helping witness as predictors for the actions and outcomes
in this story.
相似文献
| Melissa GrossEmail: |
14.
Hydroxyapatite bioceramics is simulated by using finite element method (FEM).The influences of porosity,hole shape,angle of crack and other parameters on the ceramics are analyzed.The results show that with the increase of the angle between crack and horizontal direction,the stress intensity factor KⅠdecreases gradually,but stress intensity factor K II increases at first and then it decreases.The value of K Ⅱ reaches maximum when the angle between crack and horizontal direction is 45°.KⅠ and K Ⅱ rise with the increase of porosity,and they are almost the same for the circular and hexagonal holes.For elliptical holes,KⅠand KⅡreach maximum when the long axis of ellipse is perpendicular to the loading direction and they reach minimum when the same axis is parallel to the loading direction.Moreover,with the increase of the angle between the long axis and loading direction,KⅠ and KⅡ increase gradually. 相似文献
15.
Within a democratic and multicultural society, diversity is a reality, and differences between students are a fact which teachers have to deal with on a daily basis. Differentiated instruction aims to meet these differences in learning in order to provide all students with the best possible learning opportunities. However, to date no validated instruments exist to measure teachers’ perceptions of differentiated instruction and their related classroom practices. This study, therefore, examined the factor structure and reliability of the Differentiated Instruction Questionnaire, called the DI-Quest instrument. A list of 87 items was constructed, building on existing prevalent theoretical models of Differentiated Instruction (e.g. Tomlinson, 2014; Hall, 2002). An exploratory and confirmatory factor analysis was undertaken to investigate the factor structure of the questionnaire. As a result, five factors emerged: two factors related to the teachers’ philosophy of differentiated instruction (the teachers’ mindset and their ethical compass), two factors referred to the practical principles that teachers apply to differentiate (flexible grouping and output = input) and the last factor (differentiated instruction) covered the self-reported extent to which teachers differentiated their instruction related to three types of differences in learning (students’ interests, readiness and learning profile). As a result, the DI-Quest instrument entailed 31 items with a five-factor structure indicating a good fit (CFI = 0.919; TLI = 0.911; RMSEA = 0.041 [0.037–0.044 – 90% confidence interval, p(0.05) = 1.000]; SRMR = 0.048; χ2 = 5888.338, df = 465, p = 0.000). In addition, assuming theoretical relatedness between the factors, the validation of a DI-Quest model was empirically validated. We compared the model fit for two models by investigating which model had a lower BIC and AIC value and by comparing their chi square values. The best-fitting DI-Quest model showed four factors (teachers’ mindset, ethical compass, flexible grouping and output = input as dependent variables) functioning as significant predictors of the fifth factor (the self-reported adoption of Differentiated Instruction, which served as an independent variable). Moreover, this paper also discusses the psychometric properties of the DI-Quest instrument and the implications of the model for schools, educators and researchers. 相似文献
16.
Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
相似文献
| Louie F. RodríguezEmail: |
17.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
18.
This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree
aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction
with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on
58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings
reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation
status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation
status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty
interaction by minimizing the gender, race, social class, and first-generation differences associated with it.
相似文献
| Linda J. SaxEmail: |
19.
Theodore W. Frick Rajat Chadha Carol Watson Ying Wang Pamela Green 《Educational technology research and development : ETR & D》2009,57(5):705-720
Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process
(means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic
survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate
courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they
learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives,
and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers
can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do;
activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete
authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
| Pamela GreenEmail: |
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
20.
Based on the comments by Lopez-Facal and Jiménez-Aleixandre, we consider that the cultural identities within Europe interfere
with the question of the re-introduction of the Slovenian bear, generating a kind of “discrimination.” When the SAQs under
debate run against the students’ systems of value, it seems that the closer the connection between the SAQs (socially acute
questions) and the territorial and cultural identity, the more deeply the associated systems of values are affected; and the
more the evidence is denied, the weaker the socio-scientific reasoning becomes. This result shows the importance of attempting
to get the students to clarify the values underlying their socio-scientific reasoning. As Sadler observed, there was no transfer
of socio-scientific reasoning on the three questions considered; each SAQ, as they are deeply related to social representations
and identity, generated a specific line of reasoning balancing more or less each operation. Among various methods of teaching
SAQs—problematizing, genetic, doctrinal and praxeological methods––socio-scientific reasoning may be a complex activity of
problematization fostering the development of critical thinking. Confronted with the refusal to analyse the evidence in the
case of the bear, and because of the nature of SAQs, we explore the notion of tangible proof. We think it relevant to study, together with the students, the processes of investigation used by the actors to establish
or disestablish tangible proof on SAQs by analysing the intermediary states of the systems of proof, and possibly the “weak signals” which
result in calling for the implementation of the precautionary principle.
相似文献
| Laurence SimonneauxEmail: |