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黄建文 《泰州职业技术学院学报》2011,11(6):21-22,50
在半殖民地半封建的中国,近代中国民族资产阶级经济上有着鲜明的两面性,一方面在封建主义、帝国主义和官僚资产阶级的压迫和勒索之下,他们心怀实业救国的理想,艰难创业,企图改变中国的命运,客观上推动了经济社会的发展;另一方面,他们在牟取垄断利润和发展自身实力的同时,又奴役劳苦大众,残酷地盘剥劳苦大众,劳动人民的境遇并没多大的改变。 相似文献
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遵循职业教育的发展规律,注重与强化职业教育的科学研究和发展方向是实现职业教育为区域社会经济服务的前提和保障。本文以浙江省为例,研究经济发展对经济阶段运行模式提出的变革要求,探索促进区域职业教育资源开放与市场化配置的举措,推动区域职业教育的改革与深化。 相似文献
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塔甸村是一个典型的山区彝族村落,在当代经济、文化全球化语境下,该村不可避免地遭遇到了社会经济现代性变迁的问题。当地彝族在外来经济文化的冲击下,积极进行着自我文化选择和实践,在继承民族传统文化的基础上,对地方性进行重建和创新,试图探索一条传统和创新相结合的道路,全面融入全球一体化和民族国家经济生产和消费体系中,在获得现代性的同时,有效地保持自己的地方性、传统性和民族性。 相似文献
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采用分层随机抽样法在济南、青岛两地的7所初级中学抽取学生897人进行问卷调查,考察儿童权利意识与家庭社会经济地位和父母教养方式的相关.研究结果如下:(1)父母教养方式对儿童的权利认知和权利行为倾向均具有显著影响.(2)在农村,中等社会经济地位儿童的权利认知和权利情感得分显著高于低社会经济地位儿童.(3)家庭社会经济地位对儿童的权利认知和权利情感具有极其显著的预测作用,家庭的社会经济地位越高,儿童的权利认知和权利情感得分越高;父母教养方式对儿童的权利行为倾向具有极其显著的预测作用,权威型教养方式下的儿童具有更强的权利行为倾向. 相似文献
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高等教育机会阶层辈出率影响因素研究 总被引：1，自引：0，他引：1
本研究以高等教育机会阶层辈出率为切入点,深入探讨现阶段社会阶层背景因素对高等教育机会阶层辈出率的内在影响逻辑及其影响作用。本研究主要运用多元线性回归方法探究经济资本、文化资本、政治权力资本、社会资本等四大类社会阶层背景因素对高等教育阶层辈出率的影响作用及其大小,同时探讨性别、城乡、区域特征等因素对各阶层高等教育机会获得的影响作用。 相似文献
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S. Gopinathan 《Asia Pacific Journal of Education》1996,16(1):74-87
This paper explores the concept of globalisation and educational policy making in the context of a recently developed ‘strong state’, Singapore. It suggests both the need to clarify the concept of globalisation from such concepts as dependency and centre-periphery and to avoid overly deterministic accounts of the influence of global trends on education policy making. An analysis is provided of policy initiatives in Singapore between 1979 and 1991 located within state-based imperatives to respond to both global and state-centric challenges. 相似文献
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20世纪80年代,当多数发展中国家还把实现工业化、现代化作为自己的奋斗目标时,发达国家均已步入了知识经济时代,同样我国面临着既要完成传统的产业革命,又要迎接知识经济的双重挑战。韩国、印度、印度尼西亚等国家的发展表明社会经济形态的超常规、跨越式发展要求要有相应的高等教育发展模式——多样化的高等教育体制与之相适应。中国社会经济形态的“双重跨越”也需要建设面向不同经济形态的多样化的高等教育体制。 相似文献
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This article evaluates the relationship between social-economic factors, students’ factors, student academic goals and performance of students. The study adopts a cross-sectional survey, with largely quantitative approaches. A sample of 950 students was randomly and proportionately drawn from undergraduates in four institutions of higher learning. A response rate of 61% was recorded. We observed significant positive relationships between student factors (except competence in quantitative subjects and grades earned in high school) and student performance, as well as student learning goals and student academic performance. We did not observe a significant relationship between socio-economic factors and student performance at higher institutions. The model was significant, and explained 47% of the variation in student performance. The study recommends that higher institutions should place considerable emphasis on inculcating a reading/preparation culture among students, enforce attendance at lectures and encourage students to set learning goals, if they are to improve the performance of their students. 相似文献
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Gábor Halász 《European Journal of Education》2015,50(3):350-371
This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social-economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes. 相似文献
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