贺昌早期革命思想形成初探

贺昌少小立志,嫉恶如仇,在其思想开明,追求进步的父亲贺雨亭和具有民主主义思想的启蒙老师刘菊初以及在太原省立第一中学进步同学王振翼等的影响下,特别是在我党早期杰出的政治活动家、山西党团组织的创始人之一高君宇的指导下,走上革命道路。贺昌是我党早期杰出的青年运动与工人运动领袖,无产阶级革命家,杰出的政治活动家,山西地方党团组织的创始人之一。     

民办高校大学生思想政治教育工作中党团组织的领导作用探析

重视青年思想政治教育是我党历来的一个优良传统,新的历史条件下,要加强和改进民办高校大学生思想政治教育的效果,就要充分发挥民办高校党团组织的政治优势和组织优势,充分挖掘团学干部和学生入党积极分子在开展思想政治教育工作中的骨干作用,坚持思想政治教育和教育方法的灵活性和适应性,才能引导和激励不同觉悟程度的大学生一起奋发向上。     

邓中夏与我党的早期组织建设思想

邓中夏非常重视我党的早期组织建设,形成了比较深刻的组织思想.他提出建立健全各级工人组织是领导工人运动的基础;强调工人运动组织必须在中国共产党的领导下才能成功;重视在党团组织中培养工人运动人才;主张建立工人武装组织同敌人作斗争.     

高君宇马克思主义观的山西实践

高君宇是我国早期的马克思主义者,是中共山西党、团组织的创始人之一。在北大时期,高君宇提出了早期工人运动思想,形成了较为完备的马克思主义观。同时,作为山西早期共产党历史上最为关键的人物,他十分关心山西的共产主义革命事业,积极在山西宣传马克思主义,为山西党团的组织活动以及山西共产党的建设做出了重大贡献。     

高职院校基层党团组织思想政治教育优势及其有效发挥

高职院校基层党团组织在大学生思想政治教育中既有政治优势,也有组织优势。在分析高职院校基层党团组织思想政治教育现状的基础上,创新高职院校学生基层党团组织建设,充分发挥高职院校基层党团组织在学生思想政治教育中的优势作用。     

充分发挥高校党团组织在大学生思想政治教育中的重要作用

重视青年思想政治教育是无产阶级政党阶级性本质的要求 ,高校党团组织大力开展学生思想政治教育 ,这是我们党的优良传统。在新的历史条件下 ,我们要从加强党的执政能力建设的高度 ,进一步深入认识高校党团组织对于大学生思想政治教育的重要职责 ,要从加强和改进大学生思想政治教育的迫切需要出发 ,充分发挥高校党团组织在大学生思想政治教育中的重要作用。中国共产党与共青团有着特殊的政治关系 ,共青团是党的助手和后备军。加强和改进大学生思想政治教育 ,学校党组织是关键 ,坚持党建带团建 ,党团组织的政治优势和组织优势就能成为培养社会…     

发挥党团组织作用，加强大学生思想政治教育

一直以来．高等学校的党团组织都是思想政治教育工作的主阵地,在新的形势下,应该发挥更加突出的作用。本文作者结合实际情况,提出了一些党团组织在加强思想政治教育方面的可行性措施。     

赵世炎的思想政治教育思想初探

赵世炎是我党建党时期的重要领导人之一,他的思想政治教育思想是在留学期间,在革命实践的活动中逐淅形成并日趋成熟的,经历了萌芽、形成扣发展,逐步成熟的三个阶段。他短暂的一生不仅努力研究和传播马克思主义理论,而且积极投身到革命中,并在革命实践中形成了一套思想政治工作的方法。赵世炎为我党早期思想政治工作做出了不可磨灭的贡献。     

试论蔡和森的经济思想——纪念蔡和森同志诞辰九十周年

我党早期卓越的领导人蔡和森在经济理论方面,有许多杰出的见解。他的有关这方面的论述,是我党早期经济思想的重要组成部分,为党的新民主主义革命经济纲领的形成,作出了一定的贡献。本文试图对蔡和森的经济思想作一个粗浅的介绍,以此纪念蔡和森同志诞辰九十周年。     

浅谈思想政治工作在企业改革发展中的作用

思想政治工作是我党的优良传统,也是我党的政治优势之一,文章就思想政治工作如何在企业改革发展中的作用进行了详细的阐述.     

刘菊初先生教育思想初探

清末举人刘菊初先生是柳林县薛村镇高红村人,他出生于半殖民地半封建的旧中国,亲历了新旧政权的变革交替。先生毕生投身教育事业,辗转执教于柳林、离石、平遥、兴县等地,后创办了贺昌中学并连任校长直至75岁离世,为吕梁山培养了一大批人才。著名的革命人士贺昌、刘墉如、牛荫冠,教育家辛安亭等皆受业于他。先生倡导的基本教育思想,一是教育兴国,教师以教育为天职;二是学生学有所成;三是教育与生产实践相结合。这些教育思想至今仍有其积极的意义。     

Implementing Research‐Based Instruction to Prevent Reading Problems Among Low‐Income Students: Is Earlier Better?

It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher‐implemented research‐based interventions were implemented during kindergarten and first grade. In the second, only the first‐grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low‐risk and high‐risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not‐at‐risk students did not benefit from the early introduction of reading instruction.     

我国远程教育的萌芽、创建和起步——中国远程教育的历史发展和分期（1）

本系列论文由4篇构成，论述我国远程教育的历史发展和分期。本文是第一篇，讨论我国远程教育的萌芽、创建和起步。文章指出：20世纪上半叶是我国教育技术发展史上的起步时期，而在我国远程教育发展史上只是一个萌芽和准备时期，20世纪下半叶的前期是我国远程教育的创建、起步和中断期。我国第一代和第二代大学层次的远程教育均创建于这一时期。     

The contribution of early home literacy activities to first grade reading and writing achievements in Arabic

This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother–child shared book reading and joint writing). The contribution of these activities in kindergarten to children’s reading and writing at the end of first grade were evaluated, controlling for family SES and children’s early skills (vocabulary and letter naming). Eighty-eight Arabic-speaking children and their mothers participated in the study. Results revealed that family SES, children’s early skills and home literacy activities in kindergarten correlated with children’s achievements at the end of first grade. Joint writing contributed significantly to children’s literacy in first grade and the contribution of shared reading was almost significant. Joint writing was found to contribute to children’s literacy achievements in first grade beyond book reading. The study extends our knowledge on literacy acquisition in Arabic, highlighting the significance of early parent–child literacy activities as a predictor of Arabic-speaking children’s literacy achievements in school.     

How Moroccan mothers and fathers view child development and their role in their children's education

Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles.     

论瞿秋白的文化思想

瞿秋白作为中国共产党的早期领导人之一，是党内较早确立马克思主义文化观的人，对党的无产阶级文化建设，做了大量的工作。他在文化事业方面的贡献主要体现在三个方面：为中国共产党早期文化运动提供了理论指导；提出了正确对待中西文化的观点；关于文学及文艺理论等方面的观点，为我党领导左翼文化运动提供了理论指导。     

Effects of nonmaternal care in the first 3 years on children's academic skills and behavioral functioning in childhood and early adolescence: a sibling comparison study

Nonmaternal care of infant children is increasingly common, but there is disagreement as to whether it is harmful for children. Using data from 9,185 children (5 years and older) who participated in the Children of the National Longitudinal Survey of Youth, the current study compared 2 groups: those for whom nonmaternal care was initiated in the first 3 years and those for whom it was not. Between-family comparisons showed that early nonmaternal care was associated with higher achievement and lower behavior problem scores in childhood and adolescence. However, within-family comparisons failed to detect differences between siblings who had different early nonmaternal care experiences. The study concludes that the timing of entry to nonmaternal care in the first 3 years has neither positive nor negative effects on children's outcomes.     

Children's shyness,popularity, school liking,cooperative participation,and internalizing problems in the early school years

Aims of the present study included understanding the manner in which shyness during the first year of formal schooling predicts early popularity in the peer group, as well as the manner in which children's shyness and popularity uniquely contribute to later school liking, cooperative participation, and internalizing problems. Structural equation modeling using parents’, teachers’, and children's reports suggested that children's (N = 291; 46% girls) kindergarten shyness predicted lower school liking and lower cooperative participation during second grade through its negative association with first grade popularity. Shyness during the first year of formal schooling may relate to difficulties in the classroom during later years due to problematic peer relations. The indirect relation of kindergarten shyness to second-grade internalizing problems through first-grade popularity was not statistically significant. Kindergarten shyness was also directly related to higher cooperative participation, which suggests that relations between early shyness and classroom engagement may be more complex than previously assumed.     

LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?

This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.     

Using principles to help undergraduates learn about leadership

The purpose of this study was to investigate the use of action research by ten preservice teachers earning their associate's degree in early childhood education from a small university in the West. Their goal was to assess the impact of their teaching on student learning with children birth to 8 years of age. This study represents the use of undergraduate action research in early childhood at the associate degree level, and also contributes to the early childhood teacher education knowledge base in the use of the action research method in early learning centers as a means of professional development as well as a tool to guide daily instruction, problem solving, and decision making.

Using a variety of informal assessment procedures, the preservice teachers studied the effects of specific learning strategies or activities, first upon the development and learning of the young children they taught, and then upon the results from the assessments in order to guide further instruction.