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雷祖军 《当代文化与教育研究》2009,(3):45-47,52
高校宿舍文化是校同文化的重要组成部分,它对大学生的健康成长有着重要的影响。因此,加强宿舍文化建设是高校素质教育的内在要求,不仅可以促进高校校园文化建设,同时对于大学生的身心健康和综合素质的提高也起着举足轻重的作用。高校宿舍文化主要包括高校宿舍物质文化、高校宿舍行为文化、高校宿舍制度文化、高校宿舍精神文化四个层面的内容。本文概述了高校宿舍文化建设.并从四个方面阐述了高校宿舍文化建设的途径。 相似文献
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宿舍文化是近年来发展起来的一种新文化,是高校校园文化的重要组成部分。文章立足于高校宿舍文化的内涵及宿舍文化建设的美育功能,探讨从物质、制度、观念三个层面来加强宿舍文化建设,充分发挥宿舍文化建设的美育功能。 相似文献
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高校图书馆文化建设简论 总被引:4,自引:0,他引:4
陆琦 《陕西教育学院学报》2006,22(2):107-110
高校图书馆文化的内涵包涵物质和精神两个层面,其建设途径从宏观上也包括两个方面:物质文化建设和精神文化建设。具体为加强环境建设、资源建设、现代化建设;强化教育职能,拓宽服务功能,加强制度建设,提高图书馆文化活动层次,提高馆员素质等等。 相似文献
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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
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作者通过文献资料和专家访谈的研究方法,从文化内涵和校园文化内涵的解构着手,进一步归纳了高校学生公寓文化的内涵,界定了高校学生宿舍文化的概念,并将高校学生公寓文化与高校学生宿舍文化进行了比较,在透析高校学生宿舍文化基本特点的基础上,从物质、精神和制度三个层面,对高校学生宿舍文化内涵进行探讨。 相似文献
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聂大银 《中国职业技术教育》2003,(20):27-27
一、宿舍文化的内涵 宿舍文化是校园文化的折光,是家庭文化的变异,是社会文化的缩影,是学校在管理育人过程中,有意无意形成的独特文化形态。它包括四个层次:即物质层、制度层、精神层和行为层。物质层是宿舍文化中的表层部分,是宿舍文化的空间物质形态,包括宿舍的设计及建筑、宿舍环境、公共设施、室内装饰和宿舍的合理安排等。制度层是宿舍管理的各种规章制度、守则、值日安排、道德规范、行为准则的总和,它是宿舍文化的中介层,是建设好宿舍文化的重要保证。精神层是宿舍成员共同的意识活动,包括学生的生活意识、道德意识、集体观念、人生观、价值观,是宿舍文化的源泉。行为层是宿舍成员的行为取向和行为方式,及在此基础上形成的学风、舍风等,是全体宿舍成员素质、个性、精神面貌的集中反映。 相似文献
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高品位校园文化的建设是一个复杂的系统工程,从其内涵上分析,它包含了物质文化、制度文化、精神文化这三个不同的结构层次,并且相互渗透、相互影响。其中最浅层的是物质文化,包括人们创造的各种校园物质产品;中间层是制度文化,包括学校人际关系及规范化了的学校制度;而精神文化则是最高层面的文化,它包括学校价值观念及办学理念指导下形成的行为规范、群体目标及种种思想意识,是校园文化的核心和灵魂。建设高品位校园文化,必须首先从这三个层面上来深刻认识。 相似文献
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大学生宿舍文化包括物质文化,制度文化和精神文化三个方面的内容。社会工作视角下的大学生宿舍文化建设存在物质文化建设困难,制度文化僵硬,精神文化单一的问题。而通过社会工作的个案工作可以增强服务理念,小组工作倡导以学生为本,社区工作加强学校和社会的互动,从而建设和谐的宿舍文化。 相似文献
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中英植物在表达文化内涵方面有许多差异.这些差异反映了英汉两种文化在自然环境、文化背景、宗教信仰及审美观念等方面的不同.了解这些有利于加强文化交流、消除误解,使人们相互更好地理解、沟通. 相似文献
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转型国家和地区的腐败与反腐败现象研究 总被引:1,自引:0,他引:1
季燕霞 《南通师范学院学报》2009,(5):43-49
腐败是一国政治、经济、文化、司法情况的侧面反映。俄罗斯、韩国、台湾等转型国家和地区民主政治发展中腐败放量增加,既有腐败的一般性原因,更有转型期制度约束缺失下政治分权导致腐败切入点分散化、政府主导型市场经济下权力设租和寻租恶性循环、传统政治道德体系解体下公职人员从政心理发生裂变等特定因素的推助。我们必须看到导致腐败的因素会随着问题被暴露以及社会寻求完善的民主与法制而发生改变,民众的民主监督技能也会因民主的教育而大大提高。对于转型国家和地区民主化发展中不断上演的政治腐败和社会动乱,我们不能在一种幸灾乐祸的心态下固步自封,停止民主政治发展的探索,更不能背离民主。需要借鉴当代民主理论的研究成果和民主实践的经验与教训,顺应本国的国情和社会发展的客观需垂正确制定未国臣章政治发展酌方略有莳揭制叔力腐败 相似文献
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定语从句和同位语从句对于英语学习者而言是比较容易混淆和不容易掌握的语法现象,笔者根据教学中学生反馈的问题和经验总结,从两个方面就这两个从句进行对比论述,旨在抓住要害,辨清异同. 相似文献
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梁爽 《鞍山师范学院学报》2017,(6):86-89
北方高校由于处在高纬度地区,冬季开展体育教学活动存在诸多局限性,冬季体育教学主要以冰雪项目为主.北方高校冬季开展冰雪项目具有场地、师资队伍等有利条件,但也存在学生体育意识不强、课程设置单一、教学内容枯燥等问题.不断丰富冬季体育教学内容和培养学生参与冬季体育项目的兴趣是开展好冬季体育教学的关键. 相似文献
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LYN TETT 《International Journal of Lifelong Education》2013,32(3):259-273
In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. 相似文献
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Khar Thoe Ng Shaljan Areepattamannil David F. Treagust A.L. Chandrasegaran 《Research in Science & Technological Education》2013,31(3):225-237
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics. 相似文献
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Cristina Iannelli 《牛津教育评论》2013,39(2):179-202
This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. 相似文献
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