农村中小学教师职业认同调查研究     

李超 《佳木斯教育学院学报》2013,(11)

教师被称为是太阳下最光辉的职业,它关乎着国家发展的长远与未来。为了全方位的了解农村教师的职业认同现状,笔者选取伊通满族自治县的92名农村中小学教师进行了问卷调查。调查结果显示:农村中小学教师职业认同的水平较低,教师职业认同在性别、年龄、学历等方面存在显著差异。农村中小学教师职业认同有待进一步提升,应该采取相应措施来增强农村中小学教师的职业认同感,以便提高农村中小学教师队伍的整体素质。  相似文献   

“政治-文学”家二重身份下的抗战表达——论罗烽抗战时期的小说创作     

范庆超 《大庆师专学报》2013,(1):71-74

“东北作家群”的重要成员罗烽因“政治－文学”家的二重身份,使其抗战时期的小说创作显示出高度理性,充分强化了抗战文学的政治功利性。具体表现为：痛斥日本殖民者罪行、煽动反帝情绪;发掘民族精神韧力、支撑抗争意志;全面观照战争环节,呼吁抗战理智;刻意营造冷峻文风,激发危机意识。  相似文献   

中国高校“大学语文”国学教育路径管窥     

李娟  陈少锋 《阜阳师范学院学报(社会科学版)》2013,(6):141-144

国学教育是以传承中华民族思想文化、培养民族精神的一种教育,凡是对构建中国当代文化价值体系具有积极意义的传统思想学术内容都应当纳入国学教育之中。语文教育是一种文化教育,大学语文与国学教育密切相关,在国学教育中,大学语文独具学科优势。大学语文教育教学是否应该担当和如何担当国学教育之重任已经成为当前学界面临的重要课题。  相似文献   

高职学生“四重身份”视域下《思想道德修养与法律基础》课程教学设计     

欧阳意 《广西高教研究》2013,(3):108-111

从构建四重身份教学模块、引导学生积极实践、紧扣学生实际和社会现实入手,使《思想道德修养与法律基础》课程成为高职学生愿学、想做、要学的课程。  相似文献   

当代大学生政治认同调查——以广东省13所高校为例     

卢屏 《赣南师范学院学报》2013,34(2):107-110

对中山大学、华南师范大学、广东医学院、韶关学院等13所高校的8550名大学生进行政治认同的调查,广东省大学生政治认同的现状比较乐观,广东省大学生政治认同呈现一些基本特点,结合大学生实际状况应采取措施增强大学生政治认同。  相似文献   

新时期以来蒙古族小说的民族意识     

傅学敏 《四川师范学院学报》2013,(6):75-78

本文从三个方面研究新时期以来蒙古族小说体现的民族意识：民族身份认同的艰难与文化想象的失落;民族生活方式的改变与文化传统的丧失;民族性的反思与自然主体性的彰显.并试图说明,在现代性背景下,对民族意识的关注使蒙古族小说具有历史的蕴蓄和生态美学的意义.  相似文献   

Bring up the children: national and religious identity and identification in Dutch children’s historical novels 1848–c.1870     

Sanne Parlevliet 《History of education》2013,42(4):468-486

Historical fiction is a powerful way of transmitting national history to later generations. It emerged in the nineteenth century as a means of building identity and fostering solidarity. This article investigates Dutch historical novels for children. First, it explores the relation between educational ideas and historical novels for children, distinguishing between two groups of children’s novels: novels written in the spirit of ideas on national non-denominational education and novels opposing Christian neutrality in education, by glorifying orthodox Protestantism and inculcating combativeness and intolerance. Second, the literary strategies employed to relate history are analysed. Both groups of novels use the same strategies, such as fictional characters as figures of identification, narrators mediating between the present and the past, and restructuring the past in favour of a triumphant ending to the story. However, there is a striking difference in character development.  相似文献   

Embracing Jewish day school education in England, 1965–1979     

David Mendelsson 《History of education》2013,42(4):545-563

Between 1965 and 1979 the demand for places at Jewish day schools in England rose dramatically. In the preceding decades, most parents sent their children to state non‐denominational schools, showing little interest in providing their children with a solid Jewish education. Sunday or after‐school Hebrew classes, rarely extending beyond Bar/Bat Mitzvah age, sufficed. Yet beginning in the mid‐1960s, parents evinced increasing enthusiasm for Jewish day schools, both primary and secondary. This phenomenon has been attributed to various factors, such as the changing ethnic mix at state schools and Anglo‐Jewry’s communal pride after the Six‐Day War. It is argued in this article that the major concern of Jewish parents was academic achievement. Upon the introduction of the non‐selective comprehensive schools, parents fled the non‐denominational state system, preferring voluntary aided Jewish day schools, or, for those who could afford them, private schools.  相似文献   

‘Wounded memory’, post-war gender conflict and narrative identity: reinterpreting Reggio Emilia Schools’ origin stories     

Beatrice Jane Vittoria Balfour 《History of education》2013,42(6):727-740

In this article, memory is examined as it relates to origin stories of the Reggio Emilia approach – an internationally renowned Italian education programme – and to the articulation of women’s experiences of gender and their narrative identity in this very particular context. The article shows that a number of women who partook in the founding of the Reggio Emilia schools suffer from what Ricoeur terms ‘wounded memory’, which occurs when public recognition and legitimisation of one’s own narrative is actively marginalised, suppressed or erased in historical, official and institutional accounts. The author describes this experience and feeling shared by the Reggio Emilia women who were interviewed and argues that this ‘wounded memory’ can be linked to a wider concern with gender inequality. The article concludes by presenting some of the missing accounts of leadership, creativity and initiative that were gathered among these women whose memory has been wounded.  相似文献   

Uncovering Students’ Environmental Identity: An Exploration of Activities in an Environmental Science Course     

Erica Blatt 《The Journal of environmental education》2013,44(3):194-216

This study at a public high school in the Northeastern United States explores how students’ environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth–twelfth grade students. The results focus on interviews with 10 students and the teacher, conducted at three points during the semester-long course. The findings illuminate ways in which students’ identities (environmental and consumer-materialist) are affirmed or disconfirmed during classroom activities, the importance of establishing personal connections with environmental issues, and challenges related to the teaching of controversial environmental issues.  相似文献