《大学》德育思想简论     

杨千朴 《扬州大学学报(高教研究版)》2000,4(2):29-31

《大学》强调要把人教育成为一个显“明德”、能“亲民”、达“至善”的人,要教人董得人道、人伦之分。实现这一目标的具体途径与步骤是：以提高道德认识（“格物”、“致知”）为起点;以树立道德信念和克服偏私情感（“诚意”、“正心”、“修身”）为重要环节;以引导道德实践（“齐家”、“治国”、“平天下”）为趋归。  相似文献   

中国煤炭消费与影响因素动态关系的实证分析——兼论煤炭消费的非对称价格效应   总被引：4，自引：2，他引：2  

孔宪丽 《资源科学》2010,32(10):1380-1388

本文在建立我国煤炭消费协整方程的基础上,利用状态空间模型技术进一步建立了我国煤炭消费的变参数模型,对1978年-2007年间我国煤炭消费与经济增长及其它影响因素之间的相关关系进行了动态分析,以揭示我国煤炭消费与经济增长相关关系的时变规律。本文在实证分析中不仅考虑了经济增长、产业结构、技术改造、煤炭价格及运输成本对我国煤炭消费的影响,而且还借鉴了Gately(1992)开发的技术,对我国煤炭消费变动的非对称价格效应进行了实证分析。实证分析结果表明经济的持续增长和重工业比重的增加是拉动煤炭消费增长的主要原因,并且经济增长的拉动作用正在逐步减弱,而产业结构特别是工业结构对煤炭消费的影响作用逐步增强。煤炭价格对煤炭消费存在显著的非对称效应,但煤炭消费对煤炭价格变动的敏感性显著弱于运输成本,并且差距呈逐步增加态势。  相似文献   

实践价值论   总被引：1，自引：0，他引：1  

陈金美  付国辉 《湖南师范大学社会科学学报》2004,33(4):24-27

马克思主义的实践观点在认识论方面意义是非常重要的,但同时不能忽视它的价值论意义。实践是一个具有价值寓意的范畴,是价值的起点,是价值的动态生成过程,是价值关系矛盾的处理过程,同时也是人追求的高级价值。  相似文献   

Acknowledgements     

Partha Chatterjee 《Inter-Asia Cultural Studies》2013,14(1):7-8

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‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships     

《Learning and Instruction》2022

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.  相似文献   

Positive teacher-student relationships may lead to better teaching     

《Learning and Instruction》2022

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Enhancing teacher-student relationship quality: A narrative review of school-based interventions     

《Educational Research Review》2022

There is a large body of cross-sectional and longitudinal research that demonstrates the link between high-quality teacher-student relationships and numerous beneficial student outcomes such as reduced problem behavior, increased academic achievement, enhanced school engagement, and improved social standing among peers. Much less is known, however, about specific interventions that target teacher-student relationship quality. This article provides a comprehensive and integrative review of the literature on school-based interventions that included an outcome measure of teacher-student relationship quality. Our synthesis of 24 studies revealed four approaches targeting teacher-student relationship quality by (a) increasing closeness; (b) decreasing conflict; (c) promoting social-emotional learning; and (d) emphasizing relationship-driven classroom management. For each approach we describe the relationship building mechanisms, intervention components, effects, and conclusions. A final discussion includes common elements across intervention approaches, limitations and suggestions for future research, and implications for teacher training.  相似文献