论当代大学生社会主义核心价值观的培育

当前,我国正处于改革开放、社会变革及转型的关键时期,这个时代的鲜明特征即是价值观念的多元化。作为新一代的大学生,其自身的价值观也在价值取向多元化与价值导向一元化的张力中不断发生着变化。当代大学生社会主义核心价值观培育有何重要性？多元化时代如何发展大学生的社会主义核心价值观？这些问题都是社会和高校需要思考和研究的重要课题。     

社会主义核心价值观融入高校文化建设的思考

社会主义核心价值观是建设中国社会主义事业发展的科学价值导向,高校文化建设是实现文化传承、创新和发展的重要途径。社会主义核心价值观融入高校文化建设,既是实现核心价值观自身的现实需要,也是高校文化建设坚持正确方向的必然选择。推进和深化社会主义核心价值观融入高校文化建设的理论研究和实践探索,必须以传统文化为根基、以先进文化为支撑、以网络文化为重点,增强“融入”的全面性和深入性,达到以文化人、以文育人的独特效果。     

渗透社会主义核心价值观,优化道德与法治教学

社会主义核心价值观,是我国民族精神的内核,各个领域中都发挥着精神导向的作用。初中阶段的学生,自身的价值观念还尚在雏形中,此时对学生进行社会主义核心价值观的渗透,可以提高学生思想水平,加强学生道德建设。所以,本文结合笔者自身经验,对于如何在初中道德与法治中,有效渗透社会主义核心价值观提出自身看法。     

社会主义核心价值观融入高校立德树人过程的路径探析

"立德树人"是当代高校思想政治教育的根本任务,社会主义核心价值观确立了高校思想政治教育"立德树人"的价值导向。在当前时代背景下将培育和弘扬社会主义核心价值观融入高校"立德树人"过程具有重要的现实意义和理论意义,高校思政教育应该从推动理论引领、增强文化宣传、重视实践养成几个方面将社会主义核心价值观融入高校"立德树人"过程,在新的时代背景和技术条件下实现思想政治教育教学模式的创新和发展。     

当代大学生核心价值观与价值取向辨析

大学生作为特定的青年群体,是中国特色社会主义建设的后备军,他们的价值取向不仅影响自身的成长发展,更牵动整个社会发展的走向。大学生的核心价值观决定了他们的价值取向,而多层次的价值取向能拓展核心价值观的外延。在以社会主义核心价值观引领大学生价值取向的过程中,要坚持导向与取向结合,在导向中实现取向的发展,使导向回归取向又高于取向。     

社会主义意识形态与核心价值

社会主义核心价值体系是社会主义意识形态的本质体现。意识形态是以价值观为导向和核心的,不同的意识形态相互区别的本质在于其价值观的不同,社会的主流意识形态必须以其核心价值观引领多元价值观念的有序存在。核心价值观是一个社会和国家形成共同理想信念、价值追求的主导性价值观。社会主义意识形态以促进入的自由全面发展为核心价值观,“以人为本”为促进入的自由全面发展和价值实现创造条件,在这样的核心价值观的引领下建设社会主义核心价值体系才能真正增强社会主义意识形态的凝聚力和吸引力。坚持社会主义意识形态还必须正确认识西方发达国家的核心价值观,这是我国意识形态与核心价值体系建设所面临的重要问题。     

论大学生社会主义核心价值观教育的问题与对策

高校对大学生推进社会主义核心价值观教育有利于引导大学生树立正确的价值观念。然而,现阶段高校在推进大学生社会主义核心价值观教育的过程中,却遭遇多种问题与挑战。高校需要直面大学生社会主义核心价值观教育存在的问题,积极探索有利于大学生社会主义核心价值观教育发展的对策,以提升大学生社会主义核心价值观教育的实效性。     

以社会主义核心价值观引领高校思想政治教育

社会主义核心价值观是构建社会主义和谐社会的指导思想,它在所有社会主义价值目标中处于支配和统摄地位。高校是建设社会主义核心价值观的主阵地,将社会主义核心价值观融入高校思想政治教育中,是高校教育的本质要求;也为高校思想政治教育注入了新的血液,也指明了发展方向。要充分发挥社会主义核心价值观对高校思想政治教育的价值引领、内容引领和目标引领,推动高校教育工作的健康发展。     

当代大学生的价值观现状及社会主义核心价值观教育

对在校大学生进行社会主义核心价值观教育是党在新形势下对高校提出的新任务。伴随社会的发展，在多元文化的影响下，当代大学生的政治观、道德观、婚恋观、择业观等价值观念呈现出复杂性和多元性，大学生正处于价值现形成和发展的重要时期，高校应该自觉地将社会主义核心价值体系融入大学生思想教育的全过程，以科学发展观为统领，充分发挥“两课”在大学生社会主义核心价值观教育中的主渠道作用，并把社会主义核心价值观渗透到相关制度建设中，使我们国家真正实现全面协调可持续发展。     

社会主义核心价值观指导下的高校校园文化建设研究

社会主义核心价值观是当前高校校园文化建设至关重要的理论依据,高校校园文化建设也是社会主义核心价值观的重要实践阵地之一,因此以社会主义核心价值观为指导研究高校校园文化建设的方向、脉络体系、价值导向、核心内涵、发挥职能等方面具有一定的社会价值。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.