高校思想政治理论课讨论式教学模式实践探索

思想政治理论课能否开展讨论式教学,如何开展讨论式教学,这不仅是一个理论问题,更是一个实践问题。华东政法大学于2010年9月开始在高校四门思想政治理论课教学中开展了讨论式教学试点研究工作,探索思想政治理论课如何使用讨论式教学法,总结讨论式教学的基本流程,归纳了几种可操作的思想政治理论课讨论式教学模式。     

政治理论课案例教学探析

本文运用案例教学法的一般原理,从政治理论课实际出发,论述了政治理论课案例的选择、案例教学的主要环节以及应遵循的基本原则等问题。     

论高校思想政治理论课讨论式教学中的教师角色定位

讨论式教学因能调动学生的积极主动性,在思想政治理论课教学中受到日益广泛的运用,但教师的角色定位是否清晰对教学效果影响很大。思想政治理论课教师要根据教师主导、学生主体、随机应变、显隐结合等原则,综合考虑教学目标、讨论形式、学生情况以及教师自身的知识储备和组织协调能力等因素进行科学准确的角色定位,才能搞好思想政治理论课讨论式教学。     

浅谈高校思想政治理论课实践教学存在的问题及对策

高校思想政治理论课课程的开设是社会主义大学的重要特征,是对大学生进行思想政治教育的主渠道.实践教学是思想政治理论课教学过程中不可缺少的重要环节.本文分析了目前高校思想政治理论课实践教学存在的主要问题及产生的原因,提出解决对策,提出高校应加强对思想政治理论课实践教学的管理,提高课程的针对性和实效性,使其成为大学生"真心喜爱,终身受益"的课程.     

如何加强“概论”课讨论式教学

为了提高＂概论＂课教学的针对性与实效性,不断探索思想政治理论课教学新模式,有必要对＂概论＂课讨论式教学进行深入的研究。加强＂概论＂课讨论式教学需要对课堂讨论内容进行整体教学设计,要开展多种形式的课堂讨论,要能够驾驭整个课堂讨论的全过程。     

思想政治理论课案例教学研究

高校思想政治理论课案例教学不仅是必要的,也是可行的。案例选取应坚持典型性与普遍性相结合、知识性与思想性相结合、理论性与实践性相结合的原则。案例教学包括阅读式、讨论式、分析式等多种模式,要根据实际情况灵活运用。     

教师博客辅助思想政治理论课教学的应用研究

广泛应用网络技术,实现教学手段现代化是2005年中宣部、教育部《关于进一步加强和改进高等学校思想政治理论课的意见》的要求,本文探讨了教师博客辅助应用于思想政治理论课教学的可行性和思路,提出了教师博客辅助应用于思想政治理论课教学应注意的相关问题。     

试论高校思想政治理论课教学改革

针对高校思想政治理论课教学的现状,即既有取得的成绩又存在着问题,探索了高校思想政治理论课教学存在问题的原因,并阐述了提高高校思想政治理论课教学应采取的思路和对策。     

对任职教育条件下政治理论课实践教学的思考

实践教学是任职教育中政治理论课教学的重要组成部分,是提高政治理论课实效性的必然选择。随着任职教育教学改革深入推进,政治理论课实践教学也暴露出一些问题,主要存在认识不深,改革力度不够大,缺乏有效的管理机制等不足。加强政治理论课实践教学,应积极构建实践型教学体系,科学设置实践性教学内容,创新实践性教学方法,完善实践性教学保障机制,以提高政治理论课教学效果。     

高校思想政治理论课实践教学存在的问题及其对策

实践教学是思想政治理论课教学的重要环节,具有理论教学不可替代的作用。各高校自开展思想政治理论课实践教学以来,取得很大的成绩和积累许多成功的经验。本文主要分析了高校思想政治理论课实践教学中存在的问题,并针对问题的原因提出了相应对策和措施。     

中英植物及其文化内涵

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.     

转型国家和地区的腐败与反腐败现象研究

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     

英国归来话考试

英国的教育在世界上有口皆碑。尖端超前的研究领域、国际认可的学位学历、科学高效的职业培训等早已文明全球。英国的剑桥大学建校以来,己培养     

形似而神异的定语从句和同位语从句

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.     

北方高校冬季体育教学存在问题及改革探索

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.     

Parents and school communities in Japan and Scotland: contrasts in policy and practice in primary schools

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.     

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

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.     

Expansion and social selection in education in England and Scotland

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.     

高校创新创业教育中存在的问题与优化策略

为缓解大学生就业压力,高校结合当今社会学生就业情况,制定了以创业带动就业的教育方针政策,通过创业教育的开展来赋予学生足够的创业能力,使学生可以实现自主就业。作为一名高校创新创业教育工作者,笔者通过对高校创新创业教育问题的逐步分析,对大学生创新创业教育策略进行详细论述,以此为有效缓解社会就业矛盾,促进高校创新创业教育有效开展贡献自身的一份力。