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1.
习近平生态文明思想是习近平新时代中国特色社会主义思想的重要组成部分,是向全球生态文明发展贡献的中国智慧,我们应当系统地认识习近平生态文明思想的科学内涵和时代价值,通过完善生态保护及治理制度、坚持长期的绿色发展道路、加强国际合作和全球生态文明新理念的培养来推动以绿色发展为核心的美丽中国建设及以人民为中心的高质量绿色发展。  相似文献   
2.
《保险销售实务》课程是保险专业的一门核心课程。对该课程进行课程思政建设,使其在教学中发挥价值引领作用,形成专业课与思政课同向同行的协同效应,必须从课程思政建设的必要性以及课程思政建设的教学设计理念、改革思路、教学流程、实施路径等方面进行研讨,并对该课程教学内容进行分析,挖掘出其中的思政内涵,实现以德树人的教育目标。  相似文献   
3.
随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   
4.
Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of the decision-making process of Australian teachers in their adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBP would meet the needs of their students as the most important criteria in determining their use of EBP. Conversely, the judgement that an EBP did not meet the needs of their student was the most important criteria in their decision to cease use. In comparing the relevant importance of identified criteria, teachers rated the perception of training as the second-lowest consideration in their decision to adopt and cease using EBP. Consequently, there may need to be greater promotion of, or information concerning, the training required by teachers for effective implementation supporting a more balanced and holistic approach in assessing criteria impacting the adoption of EBP by teachers in the first instance, potentially lowering cessation rates.  相似文献   
5.
改革开放以来,我国对外经济活动增加,涉外档案工作逐渐受到重视,涉外档案研究随之出现。未来发展趋势将体现在:清晰界定和认识涉外档案的各种类型;丰富和深入涉外档案的理论研究;拓宽和深化涉外档案的实践探索;结合国家重大决策推进涉外档案研究;加强对国外档案馆涉外档案管理的研究。  相似文献   
6.
ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   
7.
“发酵工程”是生物技术类专业的一门核心课程。基于高职教学背景,根据课程特点,以技术应用能力为主线,构建理论教学体系和实践教学体系。采用交互式教学方法,利用在线课程学习平台以及实训基地和实习企业进行教学,创新教学模式。同时,改进课程评价方式,将平时的考核比例调整为40%,将实验实践技能的考核比例调整30%,期末考试比例调整为30%。  相似文献   
8.
高速发展的互联网给我国高等职业教育的信息化教学模式改革带来了极大的发展契机。文章以网络教学平台为载体,在艺术类高职院校中应用信息化教学,打破了以往艺术类高职院校传统的教学模式,实现现代课堂教学的完全翻转,充分调动了艺术类高职学生学习的积极性和创造性,提高了艺术类高职教育教学质量,创新了艺术类高职教学模式,使艺术类高职课堂教学充满了活力和吸引力。  相似文献   
9.
中国儒家“五常”思想承载了丰富的创新创业品质。高校创新创业教育应从儒家“五常”思想中汲取精髓,深入挖掘其中有助于培育大学生创新创业教育的思想资源,积极将儒家“五常”思想融入大学生创新创业精神培育的全过程。儒家“五常”思想与大学生创新创业精神培育在修身立业、财富积累、人际交往、终身学习、信誉至上等观念的培养上具有高度的契合性。儒家“五常”思想融入大学生创新创业教育,需要在观念、思想和文化上与时俱进,实现“三个转变”,设置切实可行的实践路径。  相似文献   
10.
陈友良 《新闻界》2020,(4):76-84
基于新发现的袁昌英《公意之源》,并与陶孟和的书评比较,考察李普曼《舆论》作为一种现代性话语在中国的传播与实践的问题。《舆论》推动了近代西方"public opinion"从哲学论述转向现代性的知识和概念,但其核心概念仍融合了"公共意志"与"公众意见"两方面涵义,作为现代性话语尚具有两歧性。这个特征为五四时期的中国学者提供了"舆论"与"公意"的两条阐释路径。陶孟和用书评形式引介《舆论》,关注其在政治心理学上的创新意义;袁昌英则以近似于政论文的形式,评述李普曼的新舆论观、大众媒介观和政治传播观,实已触及现代传播学的范畴。陶、袁都被李普曼的民主理论修正观点所吸引,对于著名的"李普曼-杜威之辩",也有精英主义与大众主义不同的评论视角。从话语实践上看,《舆论》参与了一战以后中国知识界对西方民主制度的反省思潮。  相似文献   
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