高职院校加强师德建设的思考

市场经济条件下,人们传统的世界观、价值观受到来自社会多方面的强烈冲击,师德建设遇到前所未有的挑战.随着人们认识的理性回归,为新时期师德建设注入了新的内涵.高职院校教师更要甘于寂寞,勇于奉献,加强自身师德理论修养,诚实守信、关爱学生、为人师表.     

人文关怀视阈下的高校思想政治教育

体现人文关怀,既是我国高校学生思想政治教育的一个基本理念,也是高等学府应有的大学精神,更是学生思想政治工作自身内在属性的必然要求。只有这样,才能使学生真正感受到来自学校的温暖和尊重,有利于培养彼此的信任和情感,使思想政治教育在和谐、轻松、对等的氛围中开展下去,保证学生思想政治工作达到预期的效果。     

建立以人文关怀为核心的“四分”学生工作体系的探索与实践

建立以人文关怀为核心的＂四分＂学生工作体系,是高校针对不同学生群体、不同学生层次对教育的不同需求而采取的教育平台。建立分层次、分群体、分年级、分时点的学生工作体系,能够使教育更务实、长效,从而把高校学生思想政治工作提高到新水平。     

彰显人文关怀加强心理疏导——高校思想政治教育工作的新元素

本文结合高校思想政治工作,对人文关怀和心理疏导进行解读,并从教育理念和工作机制两个方面,探讨如何在高校思想政治工作中注入人文关怀和心理疏导元素.     

安徽省老年人非正式照顾城乡对比研究

人口老龄化是当今中国人口发展的主要问题之一,安徽省也不例外。安徽省在2000年就成为典型的老年型省份,人口老龄化问题突出。人口老龄化发展的趋势促使学术界开始重视老年人非正式照顾研究。结合＂安徽省城乡老年人非正式照顾状况调查＂的相关数据分析老年人非正式照顾的城乡差异,提出安徽省城乡老年人非正式照顾的建议。     

以人为本 把握好民生新闻的价值取向

民生新闻是近年来发端于都市类报纸、成就于电视新闻的一个重要新闻概念。虽然,目前民生新闻发展势头强劲,但是,由于人们对兴起于我国社会转型时期的民生新闻的认识还存在着诸多争议及困惑,如传播理念上的＂自然主义＂、不当的价值取向导致的民生新闻日趋琐碎化、庸俗化、娱乐化等。着力于对民生新闻的生成语境、特点进行梳理,对其内涵和外延进行界定,并展开辩证思考,既充分肯定民生新闻的成功经验,又就目前民生新闻操作方面存在的问题进行理性剖析,以期对人们正确认识民生新闻有所裨益。     

From care to education and work? Education and employment trajectories in early adulthood by children in out-of-home care

BackgroundTemporal dynamics during the early adulthood transition among children in out-of-home care is a neglected research area, leaving the possibility of coping with childhood adversity over time a poorly understood topic.ObjectiveTo explore early adulthood education and employment trajectories among young adults who experienced out-of-home care during childhood and to examine how various care history factors predict these trajectories.ParticipantsWe use longitudinal birth cohort data comprising individual-level information from national registers of all children born in Finland in 1987 (N = 59,476, of whom 1893 were in care).Setting and methodsWe use trajectory clustering from a previous study on the 1987 birth cohort to compare trajectories between children in care and a propensity score–matched group of peers never in care. We investigated the association between care history factors and trajectories with multinomial logistic regression modeling.ResultsCompared with the matched peer group, children in care were less likely to enter trajectories characterized by education and employment (38%) and more likely to enter trajectories involving early parenthood (14%) or long periods of fragmented social assistance benefit receipt and unemployment (21%). Those on early parenthood trajectories were almost exclusively women, whereas those receiving social assistance benefits and experiencing unemployment for lengthy periods were mostly men. Entering disadvantaged trajectories was associated with, inter alia, placement as an adolescent, residential care, and aging out of care.ConclusionThe study demonstrates the relevance of examining longitudinal trajectories in children in care’s early adulthood. Many young adults with care experience need support in education and employment beyond young adult age.     

Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy

To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.     

基于网络的多元形成性评价研究

形成性评价是开放教育教学过程质量控制的一个重要途径。从开放教育课程学习目标,即知识性学习目标、学习能力目标和情感性目标出发,构建了多元形成性评价指标体系、管理运行机制及系统架构。并根据多元形成性评价系统架构,设计了题库和作业库结构,提出了基于六维约束的自动组卷算法。针对真实数据集进行的大量实验表明,该算法具有较高的效率,从而为多元形成性评价系统的成功应用奠定了基础。随着互联网的飞速发展,社会性评价、发展性评价以及个性化、智能化评价将是形成性评价的发展方向。