体验性:课堂传播中生命主体的精神互动

课堂教学活动是一个完整的传播过程。从师生作为生命主体的存在形式及其发展需求来看,课堂传播有赖于师生以生命主体的精神互动为基础的体验性教学。中国古代文学课程丰富的体验性要素为课堂传播中生命主体的精神互动提供了充分的信息资源,通过课堂情感、想象和审美空间的营造,课堂教学在师生的精神互动中得以实现传播动力机制的构建、传播平台的打造和传播目的的达成,师生主体生命发展得以充分确证与实现。     

AECT and ECT Internship: A Once in a Lifetime Experience for Graduate Students

ect Cornerstone

AECT and ECT Internship: A Once in a Lifetime Experience for Graduate Students     

Mapping Access and Opportunity for Students with Disabilities: Urban K–8 Schools as Pockets of Privilege

Abstract

Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings.     

思想政治教育面临高等教育大众化的影响及对策

高等教育大众化背景下,学生数量急增,学生的多样化,高校重组可能带来的学生思想文化冲突,学生由单纯的受教育者变成了教育的权利主体,学分制和后勤社会化改革引起大学生的生活、学习模式变化,贫困生的精神压力和思想包袱,毕业生就业压力等新情况,使思想政治教育面临严峻挑战。为此,要创新思想政治教育的观念、模式、途径和校园保障机制;树立以人为本和教育目标的共性与个性统一的思想政治教育观;尝试开放式、全员参与和管理制度规范化的思想政治教育模式：加强课程班级、社团活动、学生公寓和互联网等思想政治教育途径;完善心理健康教育、就业指导和贫困生资助等机制。     

突出语文教育特色 着重人文精神的阐扬

世纪之交的中国，基础教育改革对培养学生的人文精神提出了新的更高的要求。语文学科在基础教育诸多学科之中，对培养学生的人文精神有得天独厚的优势。因而在语文教学实践中，培养学生的人文精神具有可行性和重要性，能收到良好的效果。     

科学教育之重在于抓住教育时机发展潜能

教育孩子的第一要旨就是发展孩子潜在的能力．要不失时机地给孩子以发展其能力的机会，让孩子尽早发挥其能力。     

Experiencing Shame: Collegiate Alcohol Abuse,Religiosity, and Spirituality

Previous researchers have established the relationship between substance abuse and shame and religiosity/spirituality and shame. This study investigated the associations among shame, religiosity, spirituality, and drinking behavior in a college student sample (N = 310). Participants classified as hazardous drinkers reported higher levels of shame associated with drinking behavior. Elements of religiosity and spirituality significantly explained state shame among hazardous drinkers. Implications for college counselors are presented.