新媒体对“90后”大学生思想政治教育的新挑战

当代＂90后＂大学生是在新媒体背景下成长起来的一代。新媒体信息传播具有＂泛化＂、＂碎片化＂等特点,新媒体对＂90后＂大学生的交往方式、学习和思维方式、价值判断等产生了深远影响。在新媒体背景下,应在转变观念、加强媒介素养教育、占领新阵地和形式合力等方面加强＂90后＂大学生思想政治教育。     

关于“90后”大学生学习现状的调查与思考

＂90后＂大学生已逐步成为高校思想政治教育和高校管理必须面对的主要对象。文章对＂关于当代大学生学习、生活、思维状况调查问卷＂所折射出的＂90后＂大学生的学习现状,进行梳理、分析与思考,并提出我们有必要对当下的思想政治教育方式和高校管理模式作出相应的调整。     

“以人为本”创新“90后”大学生的思想政治教育

文章在分析＂90后＂大学生思想特点的基础上,基于＂以人为本＂的理念,从教育观念、教育模式、教育重点等方面深入阐述了对＂90后＂大学生进行思想政治教育的新策略、新方法。     

“90后”大学生思想特点分析及对策

目前,＂90后＂跨进大学并已成为大学生的主体,高校思想政治教育各个方面都面临着新的挑战。分析＂90后＂大学生在政治信仰、价值取向、人生态度、思维方式等方面的鲜明思想特点,才能探寻出对＂90后＂大学生进行思想政治教育的有效途径。     

“90后”大学生思想状况调查及教育方法初探

本文通过在大连几所高校对＂90后＂大学生进行的问卷调查,分析＂90后＂大学生在思想方面表现的特点,分析了＂90后＂大学生思想状况的主要形成原因,提出了对＂90后＂大学生进行思想政治教育的原则及方法。     

后奥运时代再读“80后”大学生

伴随着后奥运时代的到来,大学教育受众群体的主力军＂80后＂大学生呈现出许多不同以往的群体特征。本文揭示了＂80后＂大学生的生存外部环境与内心世界,并提出了如何在新形势下根据＂80后＂大学生的特点对其进行加强校园文化建设、倡导和谐教育理念、宣扬主流价值标准等教育的有效途径。     

探析加强“90后”大学生感恩教育的有效途径

如何加强＂90后＂大学生感恩教育是当前高校教育工作者面临的一个新课题。通过分析＂90后＂大学生特点及感恩意识缺乏的现状和原因,对感恩教育的内涵进行界定,进而提出改进教育方法、主题教育、家庭教育、社会实践等有效途径,达到加强感恩教育的目的。     

析“90后”大学生特点对思想政治教育工作的影响

＂90后＂大学生作为新时代的代表,具有鲜明的时代特征,对其进行思想政治教育工作必须不断更新教学理念,创建符合该时代特征的教学模式。本文首先对＂90后＂大学生的思想行为特点加以分析,其次指出了影响＂90后＂大学生思想行为的主要因素,并结合这些因素提出了相应的对策和建议,为发展和完善＂90后＂大学生思想政治教育工作提供参考依据。     

浅谈“80后”大学生思想政治教育工作创新

阐述了新的时代背景和多元文化的冲击下,以＂80后＂大学生为主体的大学生群体呈现出的新的思想特点。认为教育工作者应立足＂80后＂大学生新的思想特点,创新思想政治教育工作的理念,有针对性地提出思想政治教育工作的新举措,以增强高校大学生思想政治教育工作的实效。     

试论智能手机的影响与大学生思想政治教育创新

智能手机正改变着＂90后＂大学生的生活方式和存在方式,对＂90后＂大学生的思想行为产生着双重影响：自主学习的效率提高与学习意志的消解并存;自主创新能力的增强与思考能力的减弱同在;虚拟交往的强化与现实交往的弱化同步。智能手机的普遍使用拓展了大学生思想政治教育新的时空,其资源共享性丰富了大学生思想政治教育内容,平等交互性开拓了大学生思想政治教育新平台。因此,大学生思想政治教育应巧用智能手机平台,强化大学生自我教育;妙用智能手机优势,创新思想政治教育模式;活用智能手机功能,探索思想政治教育表达策略。     

"80后"大学生的友谊观及交友现状调查与分析

友谊在促进人们的身心健康等方面具有重要作用,以独生子女为主的"80后"大学生同样需要友谊的滋润。通过对武汉某大学近200名大学生的友谊观及交友现状的调查与分析,发现"80后"大学生对友谊的重要性具有共识,他们的友谊观总体上也是健康的;"80后"大学生进入大学后,其友谊观呈现出良性的发展态势;少数大学生存在着一定的交友心理障碍,尽管他们不代表大学生的主流,但应引起我们的高度重视。     

The impact of a university teaching development programme on student approaches to studying and learning experience: evidence from Chile

In this paper, we analyse the impact of teacher participation in a University Teaching Diploma on student approaches to studying and learning experience. A quasi-experimental and multilevel design was employed. University teachers answered the Approaches to Teaching Inventory and students completed the Course Experience Questionnaire and the Study Process Questionnaire. In addition, contextual variables were included for both teachers and students. The total sample included 44 teachers and 686 students. Of these, 25 university teachers had completed the University Teaching Diploma and 19 had not; 373 students were in courses with a diploma teacher and 313 in courses were not. Results show that those university teachers who have completed the programme have, in their courses, students who were more likely to declare having adopted a deep approach to studying than those teachers who have not participated in the diploma. At the same time, no significant impact was found on the student learning experience. For practical purposes, this investigation provides evidence for the value of teaching development programmes in promoting deeper approaches to studying. For research purposes, it proposes the use of multilevel models to evaluate the impact of university teaching diplomas.     

Different backgrounds – different priorities? Student perceptions of a technology initiative

A multitude of studies has assessed the success of different technology initiatives but rarely has the focus been on special groups. This paper examines whether university students with children and those without have different perceptions of a technology initiative where students were able to acquire university sponsored laptops and were provided with a wireless local area network around campus. The division of students into these two groups is based on earlier research suggesting that the study of students with children is heavily restricted by their multiple commitments and they might, therefore, have quite different priorities from other students in their perception of this technology initiative. The results acquired by the combined use of ‘strengths, weaknesses, opportunities and threats’ (SWOT) analysis and analytic hierarchy process (AHP) suggest that both students with and without children consider the increased ‘effectiveness of studying’ the most important strength of the laptop initiative. It seems, however, that students with children especially appreciate the mobility and flexibility that laptops and networks offer, while other students value more the functionality of the university infrastructure and are more concerned about the deteriorative effects of technology on communality within the university. Results, therefore, indicate that students' background affects their priorities when assessing technology initiatives and university attention to this may prevent drop out and prolonged graduation.     

大学生厌学心理调查研究

对河南省4所高校大学生厌学心理的调查显示：大学生有较为普遍的厌学情绪和行为，产生厌学的原因因人而异、各不相同，由身心型和外因型原因导致的厌学尤显突出。在不同学校学习、来自不同家庭的不同性别和不同年龄的大学生的厌学行为表现有差异，其中男生比女生的厌学程度要高，来自于城镇比来自于农村的大学生厌学程度要高，高年级比低年级大学生厌学程度要高。身心型原因是导致大学生学习情绪困扰的主要原因，而导致大学生厌学行为的主要是动力型、学障型、身心型原因。     

When digital capital is not enough: reconsidering the digital lives of disabled university students

The relationship that disabled university students have with both their technologies and institutions is poorly understood. This paper seeks to illuminate this relationship using the conceptual lens of digital capital. The results from a study that explored the technology experiences of 31 disabled students studying in one university were analysed with a view to revealing evidence for both cultural and social digital capital. The analysis suggests that disabled students possess significant levels of both cultural and social capital, but that there are times when this capital is compromised or insufficient to enable students to fully benefit from technologies. Possessing digital capital does not appear to guarantee complete inclusion into university life.     

Muslim students’ cultural and religious experiences in city,suburban and regional university campuses in NSW,Australia

Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones.     

硕士研究生对导师指导方式满意度的调查分析

研究生导师的指导方式是决定研究生教育质量的一个重要方面。以A大学为个案,通过对研究生导师指导方式满意度的问卷调查后发现:研究生对"导师制度"、"课程制度"等方面总体的满意度较低;研究生目前对导师指导方式的满意度普遍较低。因此,应严格控制研究生招生规模,按照研究生教育的规律和特点来培养研究生。     

University student perceptions of the relationship between university education and the labour market in Egypt and Oman

How do university students perceive the key relationship between their university education and the labour market? This article describes the perceptions that 827 Egyptian and Omani seniors—both males and females, studying commerce, education, and engineering—hold about that relationship. For these students, a major motivation for attending university is their perception that it will help them get better and more secure employment. They are also confident it will help them enter appropriate careers. However, they are less satisfied with the way in which university curricula prepare them effectively for appropriate careers. In addition, an analysis by nationality, gender, and field of study revealed statistically significant differences among the participants. The Omani students are more confident about their education than the Egyptians—who call for more reform of their curricula to fit labour market requirements. Women are more motivated than men to enter a career after university. The field of study had only a small impact on students’ perceptions of this key relationship.     

人文教育专业学生学习负担的研究分析

根据调查,当前人文教育专业的学生对学习有正确的认识,但他们的学习负担和心理负担偏重,对多学科知识的综合也有一定的困难。应该有层次地设置综合课程,让学生掌握综合学习的方法,并引导学生关注社会问题,进行研究学习,以提高学习效能,培养优质的中学综合文科师资。     

Working while studying: the impact of term-time employment on dropout rates

There are many possible reasons why students leave university prior to degree completion, and one of the more commonly cited is being employed while studying. This paper analyses the impact of employment status on dropout rates using survival analysis. It finds that employment status does have an impact on dropout rates; students who work full time alongside studying full time are less likely to complete their programme than students working short part-time or not working at all. However, it seems as if there is a threshold to how much students can work, as working more than 20?h a week (long part-time work) increase the risk of dropout as much as full-time work. Integrating employment status into the analysis does not change the effect of variables known to have an influence on dropout, such as grades, gender and social background, but it contributes to further explain who are at risk of dropout. This implies that models for dropout and retention must also take such external factors into account, not just consider what happens at university, as in model of student departure.