大学生成才素质教育育人环境研究

首先对大学生成才素质教育的内涵进行了分析,并按环境主体的不同将素质教育育人环境分为社会环境、学校环境和家庭环境,在此基础上结合大学生成才素质教育的内涵和时代特征,探讨大学生成才素质教育育人环境的建设,为高校素质教育改革和发展提供参考。     

优化高校思想政治教育育人环境的思考

大学生思想品德的形成与发展与高校思想政治教育环境有着极为密切的联系。随着社会的不断发展,高校思想政治教育育人环境有了诸多新变化,对大学生思想品德塑造有较大影响。因此,高校有必要确定育人环境原则,充分利用自身的资源优势,积极营造优良的育人环境,以达到育人的目的。     

组织育人视域下高校大学生服务型党组织建设

组织育人是高校十大育人体系的重要组成部分,是落实立德树人根本任务的重要力量。引领育人工作是高校大学生服务型党组织建设的重要功能与价值取向,育人工作与大学生服务型党组织建设具有高度耦合性。以组织育人为视角,考察高校大学生服务型党组织建设实现路径,具有积极意义。高校大学生服务型党组织建设是一个动态化、开放化、系统化的过程,其育人质量提升与育人功能实现有赖于大学生党组织系统内外诸要素的有效联动。应从育人主体、育人方法与载体、育人机制、育人环境四个维度,探索构建高校大学生服务型党组织引领育人工作的现实路径。     

新形势下大学生思想政治工作研究

在新的形势下,高校大学生思想状况呈现出一些新的特点,对高校大学生思想政治工作提出了更高的要求。高校应抓住育人这个中心任务,从教书育人、环境育人和服务育人入手,努力提高思想政治教育工作的针对性、实效性、吸引力和感染力。     

“三全育人”视域下大学生就业教育体系的优化路径研究

“三全育人”教育理念为提升和促进新时代大学生就业教育提供新的思路,高校大学生就业教育应是一个系统的、连贯性的教育,而不应该独立于学科和日常思想政治教育之外。当前,大学生就业教育存在“全员育人”的体系不完善、“全过程育人”的设计不全面、“全方位育人”的融合度不高等问题。对此,高校应在“三全育人”视域下进行顶层设计与系统布局,聚焦教师,开展全员就业服务育人体系;聚焦学生,体现学生就业育人的全过程;聚焦环境,塑造全方位就业育人环境,探索高校大学生就业教育的“全员化、全过程化、全方位性”的大学生就业教育新路径,从而促进学生更充分更高质量就业。     

新时代大学生家国情怀培育面临的文化冲击及应对策略

新时代大学生家国情怀培育面临着多元文化冲击,主要表现为极端个人主义淡化着新时代大学生的集体主义价值观、历史虚无主义解构着新时代大学生对中华民族历史文化的认同感、新自由主义弱化着新时代大学生对中国特色社会主义的信心、“普世价值”思潮动摇着新时代大学生对共产主义的理想信念、极端民族主义消解着新时代大学生的“构建人类命运共同体”伟大理念。面对多元文化对新时代大学生家国情怀培育的冲击,高校应注重课程育人、环境育人、教书育人、实践育人、网络育人、合力育人,充分发挥高校思想政治理论课、高校教师、网络平台的教育作用,积极营造具有浓厚家国情怀氛围的校园文化环境,努力构筑学校与家庭的教育合力,以增强高校思想政治教育工作的针对性和实效性,提升新时代大学生对西方各种错误思潮的鉴别力和免疫力。     

依托红色文化加强大学生思想政治教育——以重庆交通大学为例

高校开展大学生思想政治教育的核心内容是帮助大学生树立崇高的理想信念,而红色文化对高校大学生的成长成才具有特殊的教育意义。红色文化融入高校大学生思想政治教育,不仅能够丰富其教育内容,也有利于红色文化的传承和发展,为高校营造良好的育人环境。重庆交通大学坚持＂育人为本,德育为先＂的原则,不断挖掘红色文化资源的新内涵,创新红色育人的新途径,逐步探索出一条独具特色的红色育人之路。     

充分发挥高校图书馆德育功能探讨

高校图书馆是各种先进思想的集散地,是高校德育教育体系的有机组成部分,承担着以文化人、以德育人的光荣使命,在大学生提升文化素养、培养良好的道德品质方面作用不容忽视,优势十分明显。高校图书馆应充分发挥功能和优势,在大学生德育教育中发挥更大的作用,通过强化育人理念、创新育人方法、优化育人环境、提升官员素质等措施,加强大学生德育教育工作,促进大学生成人成才。     

内蒙古高校核心价值观培育的对策

本文立足于消费文化时代物质消费主义对大学生人生观价值观影响的基础上,结合高校思想德育实践和我区大学生独特的民族区域特征,探讨培育和践行社会主义核心价值观的有效途径.具体从我区高校核心价值观培育的整体策略和民族区域问题及对策两个方面展开,提出了课程育人、文化育人、环境育人、实践育人及管理育人的具体方法.     

系统论视域下高校课程思政育人模式创新实践研究

课程思政育人模式创新是推动新时代高校课程思政育人内涵式发展的重要选择。当前高校课程思政育人模式创新面临着育人要素协同合力不足、育人主体能动性缺乏及育人空间功能性单一的问题。为了破解当前高校课程思政育人模式创新所面临的问题,可以从系统论的角度对主体培育系统和育人空间建构系统完善。主体培育系统中将育人共同体的主体间性建构与育人体系相结合,从优化高校各主体间育人思维的协同性、提升高校各主体间育人对话的融合性、增进高校各主体间育人情感的内生性入手,育人空间建构系统中将大学生公共素养的培育与公共生活相结合,就激发高校大学生的公共情感、提升高校大学生的公共理性及塑造高校大学生的公共品质进行推进。     

The nature of learning at forest school: practitioners' perspectives

This paper investigates forest school practitioners perceptions of learning at forest school to identify the topics covered, the learning styles, and the philosophies underpinning its delivery, based on interviews with experienced forest school practitioners. Practitioners identified the focus of learning at forest school as social development: teamwork, relationships with others, self-knowledge, and learning to take risks. Children also engaged with nature and developed an attachment to the woods where forest school took place. Learning styles were kinaesthetic, sensory, and experiential. Forest school leaders saw themselves as facilitators of learning rather than teachers.     

Learn to Lead: Mapping Workplace Learning of School Leaders

In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders.     

论现代学校的学习型管理

学校是学习的天然场所,学校管理应遵循学习的发生规律,体现团队学习的特点;但为数不少的学校依然沿袭"工业化"和"行政化"的管理模式,偏离了学习本质,削减了管理效益。《国家中长期教育改革和发展规划纲要》"去行政化"和建设现代学校制度的要求,需要学校管理回归学习本质,回应时代诉求,探索现代学校管理的新理念、新形态和新策略,以实践学习型管理的新范式,促进学校管理的现代转型。     

The effect of school closures on standardised student test outcomes

The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses.     

Affordances of teacher professional learning in secondary schools

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers’ professional learning to their school practice with a positive impact on teachers’ motivation to learn and the effectiveness of their learning. In this field study, teachers, school leaders, policy-makers, educational consultants and educational scholars were asked for their perceptions of conditions for teacher learning in school and of interventions in school to enhance teacher professional learning. These conditions and interventions were understood as affordances in schools that enable and support teacher professional learning. The main affordance in school these stakeholders mentioned was an open, but critical way in which teachers share their practices, collaborate and reflect upon their teaching practice. Collaborative practices seem to stimulate many interventions of teacher professional learning in school. Two implications of this finding are discussed. First, we suggest that the maximum teaching time should be reduced, team teaching should be more implemented or classes should be scheduled in such a way that teachers can meet. Second, distributed leadership approaches match with our findings about the role of school leaders in teacher professional learning.     

Student gender, school size and changing perceptions of science learning environments during the transition from primary to secondary school

This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered. The same students’ perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student gender. Both school size and student gender were found to be influencing factors for changes in some learning environment dimension perceptions.     

The importance of environment for teacher professional learning in Malta and Scotland

Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the specific social workplace environment of teacher practice. Thus, schools need to be recognised as important sites of professional learning for teachers. In Malta and Scotland teachers were asked about their professional learning to identify how the learning environment within individual schools affects professional learning. In both countries, collaboration and school leadership were key components in determining a school’s learning environment. Data analysis led to the production of examples of expansive and restrictive features. Policy-makers, school leaders and administrators can use these features to examine how schools operate in terms of helping or hindering professional learning in the school environment.     

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19

In India, more than 276 million children and youth were out of school for extended periods since March 2020 due to school closures in response to COVID-19. A key challenge has been how to measure the impact of responses to continuity of learning both to ensure more effective responses in the event of further disruptions, but also to help the education community conceptualize more creative and effective approaches to learning, through blended and flexible approaches. This study reflects on the findings from a UNICEF survey targeting parents and adolescents across 6 states in India, and identifies lessons learned for addressing learning inequities during future school closures. We focus on measuring three key variables – access to technology, their utilization, and perceived learning for different profiles of children. As students began learning from home, technology access rates in households were initially used to determine the estimated maximum reach of different distance learning modalities during school closures. Beyond access, we find significant variations in adolescents’ use of technology for learning purposes and their perceptions of learning, linked to the type of remote learning modality, gender, location and type of school. We discuss the implications for government strategies and policies to ensure better utilization of technologies which are available in households and to address equity gaps in learning opportunities.     

教师学习的学校管理

教师学习是教师发展的重要途径。通过对教师学习特征的分析,针对教师学习的学校管理应当具有挖掘、引导、沟通三种功能。学校应建立诸如学术顾问委员会的制度建设构想,以及完善教师学习保障机制建设、学校文化建设和信息沟通体系建设等一些具体措施,以推动学校管理功能的实现以及对教师学习的有序管理。     

深度学习导向下小学数学交流策略探究

随着教育的不断深入革新,人们对小学数学教育提出了更高的要求。小学生在学校除了要接受教育,掌握必要的数学知识以外,还要进行深度学习,并在深度学习的过程中进行良好的数学交流,以此让学生掌握更多的数学知识以及与数学有关的学习方法、学习思维,通过这样的方式全方面提高小学生的数学综合素养。