和谐视域下的契约文化探析

社会主义和谐社会的构建需要经济、政治、文化以及人的思想意识等各方面的积极应对.其中,在人的思想意识和社会文化方面,培育契约文化,在全社会形成契约精神的文化氛围,对构建社会主义和谐社会具有重大的意义.     

和谐社会下政治文化的构建

改革开放以来,我们国家的经济体制从计划经济转向社会主义市场经济,经济的增长方式也从粗放型向集约型转变。和谐社会下政治文化在社会发展中处于基础地位,这就要求构建与和谐社会相适应的民主和法治的政治文化,树立一种理性的价值观念。     

和谐社会的经济学框架解析

和谐社会是现阶段我国社会主义现代化建设的主要目标,包含政治、经济、文化各个方面,而经济的和谐是和谐社会的基础。和谐社会微观经济学框架的构建为我国和谐社会的建设提供了坚实的理论基础,提高了和谐社会的可行性、现实性和科学性,为和谐社会政治和文化要素的构建提供了物质平台,从而有效促进了和谐社会的全面发展。     

和谐社会视阈下政治文化的亚文化状态

构建社会主义和谐社会需要一定的政治文化基础,政治亚文化作为政治文化的组成部分,其状态及其与主流政治文化的关系是和谐社会建设的政治文化环境。当代中国政治文化在由传统向现代转变过程中,政治亚文化呈现多样化态势。社会主义政治亚文化,既存在传统政治文化,又存在外来西方政治文化,这种态势对和谐社会的经济发展、文化繁荣和民主政治建设产生重要影响。因此,应当高度重视和谐的政治亚文化的建设,促进和谐社会建设。     

倡导性别平等公正构建现代和谐社会

我国改革开放进入关键时期,社会关系呈现出利益主体多元化、差别显著化的特征,各种社会矛盾逐渐突出.在这一形势下,十六届四中全会明确提出构建和谐社会的目标,这对解决矛盾,促进社会发展和稳定具有重要意义.和谐社会的基础是社会公平,性别公平是社会公平的一个重要体现.性别平等与公正的实现,才能最终实现和谐社会.文章从性别政治的视角来阐述性别平等与公正是构建和谐社会的重要基础,并从经济、政治、文化、社会、家庭等方面揭示社会转型期存在的严重性别不公及产生的原因,并提出应对措施.     

体育旅游在构建和谐社会中的价值及其关系研究

通过对体育旅游价值的研究,表明体育旅游具有社会价值、经济价值和人文价值.并且从政治、经济、社会学的角度,探讨了在全面建设和谐社会中,体育旅游与和谐社会构建的相互关系.从休闲体育的角度,揭示了全面构建和谐社会的重要性.     

浅析和谐社会构建中政治文化建设的意义

和谐社会的政治文化是以社会存在为基础的,是对社会存在的反映.和谐的政治文化对现实的社会生活有着巨大的影响和推动作用.文化和谐与经济、政治和社会和谐是构建和谐社会的不可分割的有机整体.文化的和谐对经济、社会的发展具有巨大的影响作用.     

和谐社会视野下高校就业工作研究——以湖州师范学院就业工作为例

和谐社会是一个庞大的系统工程,需要社会政治、经济、文化等各方面协调与配合.而就业是民生之本,也是构建和谐社会的主要内容,构建和谐社会要求高校毕业生充分和谐就业.高校必须高度重视毕业生就业工作,始终以市场为导向,在和谐社会视野下努力做好毕业生就业工作.     

试论构建和谐社会的基础

构建和谐社会是一项复杂的系统工程，牵涉面广，影响力深，各种问题交错难清。本文删繁就简．提炼出构建和谐社会带有纲领性的四项基础，即经济、人文、社会和政治，认真阐述构建和谐社会的基础问题。     

以和谐理念为引领,探索高校思想政治教育工作新方法

构建社会主义和谐社会,是我们党从全面建设小康社会,开创中国特色社会主义新局面的全局提出的一项重大战略任务。和谐社会需要和谐教育。高校是直接向和谐社会输送高素质人才的基地,因此高校和谐发展既是构建社会主义和谐社会的必然要求,也是高校自身发展的必然要求。思想政治教育工作在构建和谐高校的过程中发挥着政治保障、精神动力等基础作用,同时构建和谐高校也是思想政治教育工作的价值追求,以和谐理念为引领,探索高校思想政治教育丁作方法具有十分重要的现实意义。     

敦煌写本碑铭赞释录勘补

敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Behavioural and emotional strengths of sociometrically popular,rejected, controversial,neglected, and average children

ABSTRACT

Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed.     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

Integrating instruction of science,reading, and writing: Goals,teacher development,and assessment

This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice.     

The construction,expression, and consequences of difference in education practice,policy, and research

In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls.