营造优良班风 促进学生成长成才——高校学生工作案例分析

如何形成良好的班风,每个辅导员都会有不同的阐述。良好的班风既是教育的力量,也是教育的途径,它对促进学风、提高学生素质起着重要作用。辅导员在带班过程中要重视班风建设,以班风带动学风,以班风促进班级凝聚力,以班风促进人才培养质量的提高。     

班级管理之我见——辅导员如何培养优良的学风、班风

学生的学习与成长离不开良好的环境和氛围。在大学校园里,环境和氛围就表现为校风,而任何良好的校风都建立在良好的学风和班风基础上。辅导员在班级管理中,应重点培养优良的学风和班风为学生提供一个良好的学习氛围,确保学生顺利完成学业。     

刍议学风建设

学风是学生在学习过程中所表现出来的学习作风和精神风貌.良好的学风是学校文化底蕴的重要体现,是办学水平的重要标志,更是提高学生综合素质的前提和重要保证.良好的学风对引导学生树立正确的学习观、成才观、就业观起着潜移默化的作用.良好的学风也是良好班风的具体反映.我认为要培养良好的学风应从以下几方面着手:……     

新形势下高职班主任的工作探究

高职班主任作为学生思想政治工作的重要力量,应充分发挥其专业优势,对学生的专业学习及相关各项工作的开展进行指导,和辅导员优势互补,共同协作建立良好的学风和班风。     

高职院校辅导员在班风建设的作用研究

班风建设是高校思想政治工作的重要途径,辅导员在树立良好班风、学风的过程中有着及其重要的作用,加强班级作风建设,并积极通过思想政治工作培养学生的良好风气,对做好新时期思想教育工作具有非常重要的现实意义。     

浅谈高职院校辅导员在班级文化建设中的作用——以滁州城市职业学院为例

中职学校升格为高职院校后,班主任转变为辅导员,这不仅指身份的改变,更多的是辅导员工作的对象、内容都发生了巨大的变化,辅导员必须适应这一变化,要通过加强班级文化建设,在班风建设、学风建设、班级舆论的培养、班级良好人际关系营造以及班级活动开展等方面下大功夫,以不断增强学校德育工作的实效性,提高学生职业素质和社会适应能力。     

班风、学风建设的思考——独立学院危机研究（三）

班风、学风建设是高校学生管理工作的重点和难点,如何做好班风、学风建设是值得深思的课题。独立学院学生自律性差,班风、学风建设的任务大都落在专职辅导员和兼职班主任身上,难度可想而知。班风建设要重文化,学风建设要重制度。辅导员和班主任在班风、学风建设中应相互配合、有所侧重。只有这样才能有效化解独立学院班风、学风建设的困局。     

高职院校班级干部队伍建设浅谈

班级是学校学生思想政治教育工作和校园文化建设的最基层组织,是学生学习、生活、成长的重要阵地。一个班级管理的好坏直接影响着班风学风建设,影响着学生个人综合素质的提升与发展。在总结辅导员工作的点滴做法基础上,就班干部队伍建设问题分析和建设途径等方面进行了初步探讨。     

论政治辅导员在学风建设中的主导作用

学风是高等学校校风建设的核心内容,是建设和谐校园的关键。在当今形势下,高校学风存在着学生学习目标不明确、动力不充分、方法不正确、态度不端正、作风不严谨等问题,因此,政治辅导员应充分发挥职业特点,从坚持思想引导、建设良好班风、加强师德建设、严肃端正考风和调整生活作风等方面入手,充分调动学生热爱学习的积极性,培养良好学风。     

河南农业职业学院辅导员队伍建设系列之四 辅导员工作“三部曲”

我从事辅导员工作至今已有6年,送走了3届毕业生,回顾几年来的工作,有以下三点感受。一、对一年级学生,主要是让他们尽快适应环境,端正学习态度,鼓励他们全方位拓展综合素质一年级对良好学风、班风的养成     

矩阵的主、次、行、列转置的研究

本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。     

红楼一曲绝唱 诗词尽显魅力

《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。     

上古音系不必立祭废至队曷桓戈部

上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

《西游记》杂剧对《西游记》小说影响的再认识

通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Investigations into the relationships of the WRAT,the PIAT,the SORT,and the WISC-R in low-functioning referrals

Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT.     

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.     

UNESCO,the Faure Report,the Delors Report,and the Political Utopia of Lifelong Learning

Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。