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众所周知,当代大学生诚信缺失已成为一个突出的社会问题,加强大学生诚信教育是当前高校思想政治工作的重要课题。而诚信品德的养成有赖于环境的熏陶,诚信教育离不开诚信教育环境,培养大学生诚信品格,必须重视大学生诚信教育环境建 相似文献
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陈珊 《当代教育理论与实践》2013,(8):108-109
大学生诚信教育是新时期大学生思想政治教育的重要内容,是大学教育工作者必须正确面对和深入思考研究的重要课题。通过对当代大学生进行诚信教育的重要性的分析,探讨对大学生进行诚信教育时存在的主要问题,探析科学有效地实施诚信教育的对策,提高大学生诚信教育的实效。 相似文献
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当前,一些大学生诚信缺失的现象引起了人们的关注,为大学生思想政治工作提出了一项重要课题。探寻大学生诚信缺失的原因,并从思想政治工作的角度正确认识诚信教育的重要意义,建立基本的诚信教育制度,加强大学生的诚信实践和诚信管理,是切实加强大学生诚信教育的重要保证。 相似文献
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鄢雪梅 《商情·科学教育家》2013,(29)
大学生诚信问题的研究已经很多了,但是在思想政治理论课(后简称思政课)视域下对大学生诚信教育进行研究的还不多,尤其是对大学生诚信教育的理论基础研究不多,这凸显了本研究的必要性.本文试图从该视角对大学生诚信教育进行探讨,揭示大学生诚信教育还存在的薄弱之处,探求大学生诚信教育的有效思政课途径. 相似文献
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当今大学生诚信缺失的现象令人担忧,加强大学生诚信教育已是大学思想政治教育当务之急.本文从社会、学校、自身等方面分析了大学生诚信缺失的原因,并从思想政治工作的角度提出了正确的认识和对待诚信教育、开辟崭新的诚信教育途径、建设高素质的诚信教育队伍等对策和建议,以切实加强大学生诚信教育,重塑当代大学生新形象. 相似文献
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诚信教育是大学生思想政治教育的重要组成部分.当前大学生诚信教育存在的主要问题是认识片面化,内容理论化,方法形式化,考评滞后,教育者诚信人格缺失等.解决这些问题就要在坚定诚信教育理念、改进课堂教学、把握重点环节、丰富教育载体、加强制度建设以及注重师德修养等方面下功夫. 相似文献
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中英植物在表达文化内涵方面有许多差异.这些差异反映了英汉两种文化在自然环境、文化背景、宗教信仰及审美观念等方面的不同.了解这些有利于加强文化交流、消除误解,使人们相互更好地理解、沟通. 相似文献
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转型国家和地区的腐败与反腐败现象研究 总被引:1,自引:0,他引:1
季燕霞 《南通师范学院学报》2009,(5):43-49
腐败是一国政治、经济、文化、司法情况的侧面反映。俄罗斯、韩国、台湾等转型国家和地区民主政治发展中腐败放量增加,既有腐败的一般性原因,更有转型期制度约束缺失下政治分权导致腐败切入点分散化、政府主导型市场经济下权力设租和寻租恶性循环、传统政治道德体系解体下公职人员从政心理发生裂变等特定因素的推助。我们必须看到导致腐败的因素会随着问题被暴露以及社会寻求完善的民主与法制而发生改变,民众的民主监督技能也会因民主的教育而大大提高。对于转型国家和地区民主化发展中不断上演的政治腐败和社会动乱,我们不能在一种幸灾乐祸的心态下固步自封,停止民主政治发展的探索,更不能背离民主。需要借鉴当代民主理论的研究成果和民主实践的经验与教训,顺应本国的国情和社会发展的客观需垂正确制定未国臣章政治发展酌方略有莳揭制叔力腐败 相似文献
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定语从句和同位语从句对于英语学习者而言是比较容易混淆和不容易掌握的语法现象,笔者根据教学中学生反馈的问题和经验总结,从两个方面就这两个从句进行对比论述,旨在抓住要害,辨清异同. 相似文献
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梁爽 《鞍山师范学院学报》2017,(6):86-89
北方高校由于处在高纬度地区,冬季开展体育教学活动存在诸多局限性,冬季体育教学主要以冰雪项目为主.北方高校冬季开展冰雪项目具有场地、师资队伍等有利条件,但也存在学生体育意识不强、课程设置单一、教学内容枯燥等问题.不断丰富冬季体育教学内容和培养学生参与冬季体育项目的兴趣是开展好冬季体育教学的关键. 相似文献
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LYN TETT 《International Journal of Lifelong Education》2013,32(3):259-273
In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. 相似文献
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Khar Thoe Ng Shaljan Areepattamannil David F. Treagust A.L. Chandrasegaran 《Research in Science & Technological Education》2013,31(3):225-237
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics. 相似文献
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Cristina Iannelli 《牛津教育评论》2013,39(2):179-202
This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. 相似文献