关于思想政治教育学科的几个理论问题

科学地揭示思想政治教育学科的研究对象、学科体系、基本范畴,对于提高思想政治教育学科的建设水平,发挥思想政治教育学科的作用,是十分必要的。思想政治教育学科研究对象应是一个规律——对人们进行思想政治教育的规律;体系构建包含两个板块——理论学科和应用学科;基本范畴内的八个范畴——思想政治教育者和思想政治教育对象、思想政治教育目标和思想政治教育内容、思想政治教育原则和思想政治教育方法、思想政治教育环境和思想政治教育载体。     

关于思想政治教育学科的几个理论问题

科学地揭示思想政治教育学科的研究对象、学科体系、基本范畴,对于提高思想政治教育学科的建设水平,发挥思想政治教育学科的作用,是十分必要的。思想政治教育学科研究对象应是一个规律——对人们进行思想政治教育的规律;体系构建包含两个板块——理论学科和应用学科;基本范畴内的八个范畴——思想政治教育者和思想政治教育对象、思想政治教育目标和思想政治教育内容、思想政治教育原则和思想政治教育方法、思想政治教育环境和思想政治教育载体。     

把握思想政治教育“时”的蕴涵探析

把握思想政治教育的“时”,就是要明确思想政治教育的时代关照,把握好思想政治教育的与时俱进;抓住思想政治教育的时间节点,把握好思想政治教育的前瞻性、伴随性、后续性,思想政治教育的暂时性、阶段性、长期性和思想政治教育的有序性、渐进性、飞跃性;加强思想政治教育时效性,把握好思想政治教育的及时、适时和时限.     

工具理性和价值理性视角下我国思想政治教育研究

价值理性是思想政治教育的实质内容,工具理性是思想政治教育的实现形式;我国思想政治教育过程中形式与内容的背离、手段和目的的脱节、现实和理想的落差实际上即是工具理性和价值理性分裂的现实表现;搞好思想政治教育的关键在于工具理性和价值理性的和合统一、功能互补;在工具理性层面上创新思想政治教育载体,改进思想政治教育方法,完善思想政治教育制度和机制,是当前我国思想政治教育的迫切任务。     

论研究生思想政治教育工作的创新

从研究生思想政治教育工作的环境、体制、内容、工作方法和途径等方面的现实出发,根据研究生思想政治教育工作创新的依据,提出了研究生思想政治教育工作创新的基本对策:增强时代意识,树立思想政治教育工作新观念;健全运行机制,构建思想政治教育工作新模式;明确思想政治教育目标,完善思想政治教育工作新内容;强化主体意识,探索思想政治教育工作新途径和新方法;发展专业化道路,加强思想政治教育工作者队伍建设。     

谈做好当前企业思想政治工作应正确处理的几个关系

思想政治工作是我党的优良传统和政治优势,是搞好三个文明建设的重要保证.当前要加强和改进企业的思想政治工作,需要处理好经济工作与思想政治工作的关系;情感教育和理想、道德、情操教育的关系;思想政治工作加强与改进的关系;精神鼓励与物质鼓励的关系;加强思想政治工作与加强政工队伍建设的关系;思想政治工作内容和形式的关系;解决思想问题与解决实际问题的关系;加强思想政治工作与加快企业改制的关系.     

论十六大以来思想政治教育的机制创新

思想政治教育机制创新是加强和改进思想政治教育,实现思想政治教育创新发展的重要力量。十六大以来,中国共产党根据社会发展要求和思想政治教育自身实际,积极推进思想政治教育机制创新,坚持上下联动、齐抓共管,构筑思想政治教育的整体合力;教育与管理并举、自律与他律并重,发挥思想政治教育的双重作用;把握正确导向、鼓励良性竞争,激发思想政治教育的持久动力;完善制度体系、加大人财物投入,构建思想政治教育的坚实保障。     

职工思想政治工作的一般程序与方法

本文从明确职工思想政治工作特点、任务、要求 ;对职工思想基础的调查分析 ;职工思想政治工作内容、方法的选择 ;职工思想政治工作的实施等四个方面 ,阐述职工思想政治工作的一般程序和方法 ,探索、加强和改进职工思想政治工作的新机制、新渠道、新方式     

听障学生思想政治教育面临的问题及对策

听障学生作为一种社会特殊群体,对他们进行思想政治教育必不可少,但由于他们自身的身体缺陷导致他们知识面狭窄,对思想政治教育的内容理解困难;思想政治教育内容缺乏针对性;教育教学方式陈旧;思想政治教育与社会和家庭脱节等原因,思想政治教育的实效性并不强。为此,从思想政治教育的兴趣、进行思想政治教育理论创新、丰富思想政治教育教学方式和加强家庭和社会教育四个角度出发,力求解决听障学生思想政治教育过程中的问题。     

延安时期思想政治教育有效性的经验及其启示

延安时期是中国共产党思想政治教育工作开展得最有声色和富有成效的时期之一。党积极探索思想政治教育的有效性理论,提出了思想政治教育有效运作的方针、原则、内容和方法,形成了较系统的思想政治教育有效性理论体系,并在这些理论的指导下开展了卓有成效的思想政治教育实践。新时期思想政治教育应该借鉴延安时期思想政治教育有效性的经验,确立思想政治教育工作的地位;围绕中心工作、区别不同对象创新思想政治教育内容;与时俱进,不断探索新方法;坚持言教与身教相结合,发挥党员领导干部的示范作用;坚持思想政治教育与物质利益相结合的原则,注重调动入的主观能动性;坚持理论与实际的结合;发挥典型示范方法在思想政治教育有效运行中的作用,实现思想政治教育的针对性、实效性。     

Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy

While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality.     

Parental perceived control over caregiving and its relationship to parent-infant interaction

In this sample of 66 dual-earner mothers and fathers and their 1-year-old infants, associations among parental ratings of infant difficulty, parental perceived control over caregiving outcomes, and parental sensitive and directive behavior were examined during a triadic free-play session in the home. Perceived infant difficulty was related to maternal directiveness for mothers with low perceived control. Fathers with low perceived control exhibited more directiveness, regardless of their ratings of infant difficulty. For both mothers and fathers, there was a negative association between sensitivity and directiveness but no association between sensitive behavior and parental perceived control. Although parents scored similarly overall on various other measures, mothers with low perceived control demonstrated more categorical thinking about children's development than other mothers.     

Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling Continuation Scale (CCS), Counselor Rating Form-Short (CRF-S) Attractiveness and Expertness subscales. A repeated measures analysis of variance revealed significant differences between low and high reactant groups on the HCS and CCS for the High and Medium directiveness homework administrations. These results suggest that therapist directiveness does interact with client reactance in the administration of homework.     

Maternal Support for Play and Language across Early Childhood

Patterns of development in language and play for full term and preterm children from 6 to 54 months and the effects of maternal parenting strategies (i.e., maintaining attentional focus, use of directiveness) were examined. Significant risk differences in the growth of both language and play were found. The high risk children were more likely to show delays in both these skills. Maintaining had a positive influence on children's skills, while directiveness had a largely negative influence, especially at older ages. The relation between growth in play and language was stronger for the high risk, preterm, when compared to the low risk and full term, children, but only during the infancy and toddler period. Given that play and language development is more likely to be delayed for preterm, high-risk children and the relation between the development of these skills is stronger for high risk preterm children, particularly early, it would be important to provide the parents and educators with information about play and language development. For example, communicating the need to be consistent in using some interactive behaviors (e.g., maintaining) as children develop while modifying other behaviors (e.g., directiveness) would be essential.     

How Do Low-Income Chilean Parents Support Their Preschoolers’ Writing and Math Skills in a Grocery Game?

This study examined how parents supported children’s writing and math and whether parents’ support predicted children’s academic skills from the beginning of pre-kindergarten to the end of kindergarten. Two hundred ten Chilean parents from low-income households were observed playing a grocery game with their preschoolers (M = 53 months). The grocery game (a game where dyads make a grocery list together and shop at a pretend store) could be used to foster writing and mathematics. Coders noted how often parents engaged in writing support, provided math support, and displayed directiveness (i.e., taking over the child’s activity). Children’s literacy and math skills were assessed at the beginning of pre-kindergarten and the end of kindergarten. Research Findings. Parents engaged in little writing support but displayed moderate levels of math support and high levels of directiveness in the grocery game. Parents’ math support uniquely predicted gains in children’s math skills, while parents’ directiveness negatively predicted gains in children’s literacy skills. Practice or Policy. Results from this study have the potential to inform parent-focused interventions. Findings highlight the need to provide parents with specific strategies to support their children’s literacy and math development and guidance about embedding these strategies into family routines.     

Perceived teacher directiveness,student variables,grades, and satisfaction: aptitude x treatment interactions?

Researchers have reported that student authoritarianism, dogmatism, intelligence, convergent-divergent abilities, conceptual level, anxiety, compulsivity, achievement motivation, achievement orientation, locus of control, independence-dependence, and extraversion-introversion interact with teacher directiveness in relation to grades and satisfaction. Evidence that the student variables are moderately intercorrelated suggested that some of the interactions may not be independent. The present study was initiated to simplify the multivariate nature of these interactive patterns by carrying out a modified stepwise regression analysis of the twelve interactions which could result in a lesser number of nonredundant interactions emerging, weighted according to how much unique variance they could account for in grades and satisfaction. Data were collected from 445 students in the classes of 26 Grade 11 and 12 English teachers at five schools in regard to English grades, satisfaction with the teacher and the course, the 12 student variables, and perceived teacher directiveness. Only achievement motivation produced significant interactions. Consequently, the planned regression models could not be constructed.     

Teaching Object-related Play Skills to Preschool Children with Developmental Concerns

The distinction between general early childhood education and special education on the issue of the essential characteristics of play, developmental appropriateness, and an emphasis on teacher directiveness, external contingencies, and correct products may help explain the relatively small body of work focused on teaching preschool children with developmental concerns how to appropriately engage in play with toys. Appropriately designed intervention is not only compatible with the concept of play, many children require intervention to support their continued development. The purpose of this paper is to explore the applied research in which object-related play skills of preschool children with developmental concerns are enhanced through intervention strategies. Guidelines for teaching toy play will be presented and strategies to promote generalisation and maintenance will be discussed.     

Terminology's Impact on Expectations about and Intentions to Seek Psychological Services

Recent research has suggested that psychologists could reframe counseling services as coaching in order to increase the use of psychological services by the general public. This study explored the differential impact of the terminology suggested by replacing the term counseling with the term coaching when assessing college students' expectations about and intentions to seek psychological services. Results indicated that students in general had similar expectations for directiveness, motivation, outcome, or intentions to seek psychological services regardless of terminology used to describe the services.     

传统政治文化现代化的"善治"诉求

实现政治文化的现代化必须对中国传统政治文化及其消极因素和腐朽成分进行批判性剥除,并植入适合当代民主政治发展的理性精神、价值理念和技术规范。“善治”理论打破了权利义务二元分张的民主政治发展模式,呈现出对社会变革和发展的适应性、前瞻性和正确的导向性,契合当代民主政治发展的要求。以善治为目标,对传统政治文化进行整合创新,既能赋予我国政治文化以现代化、民主化内涵,又有利于社会主义民主制度寻求新的合法性资源。