建设一流大学过程中对校园文化建设的思考

建设一流大学过程中,校园文化建设应是高校建设系统工程的一个重要方面。作者从社会发展、高校自身发展、学生素质培养对高校校园文化建设进行了再认识,对高校校园文化建设应坚持的几个方向进行了再思考。     

中职校园文化建设存在的主要问题与策略研究

校园文化是学校隐性德育的主渠道,对学生的人生观和价值观起着潜移默化的作用。中等职业学校应重视校园文化的建设,同时校园文化的建设也应与学校的培养目标相适应,创建自己的特色。本文分析归纳了中职学校校园文化建设中存在的问题,并提出了一些解决思路。     

中职学校校园文化建设问题及策略

校园文化对学生发展起着潜移默化的作用。中职学校应积极营造良好文化氛围,充分发挥校园文化育人功能,促进学生全面发展。文章从中职学校校园文化内涵入手,阐述了在校园文化建设方面的问题,并提出了建设策略。     

新时期校园文化的建设

校园文化建设之人文精神要做到老师爱学生,学生爱老师,老师爱岗敬业,学生勤奋爱学,有爱就和谐。然而,当前对校园文化建设方面还存在一些误区和偏见,之所以产生对校园文化认识上的一些误区,主要是没有从理论上全面、准确地理     

语文:校园文化建设不可或缺的因素

校园文化建设的终极目的是提升人的品质,丰厚人的素养。语文学科因其自身的特点,对引导校园文化建设良性发展,反映校园文化软实力,彰显校园文化建设的内容,培养学生良好的思想行为习惯等方面作用很大,是校园文化建设必不可少的因素,应加强语文学科建设,为校园文化建设奠定基础。     

高校校园文化建设的现状与发展对策

揭示了当前校园文化建设方面存在的问题 ,提出了一些对策 ,旨在探讨新形势下如何把高校的校园文化推向一个更高的层次 ,更好地发挥校园文化对学生的影响作用。     

加强校园文化建设,提升高职院校学生综合素养

近年来,随着高职院校规模的迅速扩大,竞争的日趋激烈,高职院校如何进行内涵发展便提上议事日程。高职院校校园文化建设是提高其核心竞争力,进行内涵发展的重要环节。良好的校园文化是高职院校学生健康成长的摇篮,也是学生综合素养提升的熔炉。本文从校园文化建设角度出发,结合校园文化的内涵、现状等方面,对加强校园文化建设,提高学生综合素养提出了一些建议。     

加强校园文化建设 促进德育工作开展

校园文化建设是学校社会主义精神文明建设的重要组成部分,校园文化建设情况如何,对学生德育教育有着重要的影响,直接影响到在校生的素质。学校应借助于各种有益于学生身心健康的校园文化活动形式,开展扎实而有效的校园文化活动。近年来我校的校园文化活动,主要围绕以下几个方面展开的。 1.爱国主义教育。校园文化离不开对学生的正面引导和教育。中专生的自身特点表明其正处在世界观的形成时期。在改革开放的今天,倡导一种以爱国主义为核心     

高职院校校园文化建设的现状与发展对策

通过分析当前高职院校校园文化建设方面的特点和存在的问题,提出了一些对策,重在探讨新形势下如何把高职院校的校园文化推向一个更高的层次,更好地发挥校园文化对青年学生成长的影响作用。     

谈校园文化建设

近年来我校对校园文化的内涵和外延进行了深入的研究和探讨,在校园文化建设方面进行了大量的试验探索,并把"校园文化建设对学生成长的影响"申报确定为甘肃省重点教研课题。下面是我们通过课题实验的一些粗浅认识。     

大学校园文化建设主体功能研究

校园人是大学校园文化建设的主体，是生活在校园中师生的结合体。校园文化建设是一种有意识的实践活动，是对传统文化的继承以及创新文化的努力，只有校园人才能完成；校园文化的建设也是一项复杂的系统工程．它不是单个人或群体所能完成的，需要校园里每个人的共同参与。校园文化建设的核心问题，还在于其主体功能的发挥。     

积极心理学视域下的和谐校园文化建设

和谐社会的构建要求和谐的校园文化建设。传统的校园文化建设中存在着偏重学业指标和物质文化建设的问题。近十几年来兴起的积极心理学理论强调对人性优点和价值的研究,兼顾个体和社会层面以及重视积极的预防工作,符合和谐文化的方针。借鉴积极心理学理论,在增强师生的积极情感体验、培养积极的人格特质和提供积极和谐的校园氛围三方面,论述具体的和谐校园文化建设策略,以期符合学生身心发展的规律,使其适应社会的发展需要。     

大学文化建设是培养创新人才的重要路径

现代大学的本质是在积淀和创造的深厚的文化底蕴的基础上传承、研究、融合和创新高深学问的高等学府。大学文化,除了能够提高学生和教师的文化素养,还是学术、思想创新的根本动力。本文着重探讨大学文化建设的主要内容,明确了大学文化建设是培养创新人才的重要路径。     

Constructing an academic identity in Australia: an autoethnographic narrative

This paper examines the process of academic identity construction experienced by a Chinese PhD student in an Australian university from 2010 to 2014. The researcher draws on his diaries written in Australia and uses some stories of the relationships with his supervisors and other scholars to unfold the process of his academic identity construction in a host academic community. Two years on, the researcher reflects on the challenges confronted during his candidature, exploring the Australian PhD education system from within. This study will help educators and supervisors to understand an international higher degree research student’s gradual academic identity construction as a cultural Other in the context of globalized higher education systems, and it will contribute to the mutual understanding between supervisors and international research students, as well as supervisors’ professional supervision in a globalized higher education context.     

家庭文化资本对藏族学生学业成绩的影响

家庭是孩子受教育的首要场所,不同的家庭拥有不同的文化资本。本文以布尔迪厄文化资本理论为指导,从家庭文化因素出发,运用实证的研究方法深入探究藏族学生家庭文化资本对学生学业成绩的影响问题。     

试论高校图书馆员的育人职责

高校图书馆是校园文化的重要组成部分，它在配合学校教书育人，创建优良学风校风，对大学生实施思想道德素质、科学文化素质教育过程中是一支伟大的力量，是校园文化建设的重要阵地。     

论新时期的研究生党建与学术风气建设

诚信是社会主义核心价值体系的重要内容,但是,在当前的学术研究中失信行为比较普遍,并严重阻碍了我国科技文化研究的创新与发展,为此,在学术研究和高等教育领域进一步贯彻社会主义核心价值观刻不容缓。将社会主义核心价值体系建设融入高校研究生党建已是新时期高校思想政治工作的客观需要,特别是在当前研究生学术诚信危机凸显的情况下,应当积极利用研究生党组织凝聚力强、纪律性高的特性,引导和开展研究生党建,促进研究生党员在良好学风和学术诚信中的先锋模范和战斗堡垒作用的发挥,维护高校和青年学子思想文化创新的源动力。     

Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement

The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (N = 1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students.     

The multilayered character of newcomers’ academic identities: Somali female high‐school students in a US school

Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students’ academic identity construction. The students’ micro‐level processes of creating spaces for belonging at school are linked to their macro‐level extra‐educational connections at the societal and global levels. The framework presented attempts to sensitise educators to increase their attention to the global‐socio‐cultural contexts of education and strive to create spaces within schools for the recognition and facilitation of students’ complex identities.     

The effect of culture and belief systems on students’ academic buoyancy

Increasingly, learner motivation is implicated in student failure at universities. This has led to intense research into internal or external variables that might buoy resilience to failure. This research investigates the impact of strong cultural connectedness and strong belief systems on the academic buoyancy of international students studying at an Australian University. For this purpose, we surveyed 102 tertiary students at a Sydney university. Results demonstrate that, in the event of academic failure, students’ academic buoyancy remains high if they have support through strong cultural connections and from their belief systems. We further endeavored to identify if academic buoyancy was fed by intrinsic or extrinsic motivation. This research contributes to the understanding of the sources of strengths available to international students from primarily collective cultures studying overseas. There are implications for educational practice in terms of identifying students ‘at high risk’ if they are unable to draw strengths from cultural connections and belief systems.