用“若飞精神”塑造大学生的灵魂

“一切要为人民打算”是王若飞为人民利益而献身的伟大精神.高校思想政治教育要用“一切要为人民打算”的“若飞精神”塑造大学生科学的世界观、人生观、价值观.引导大学生热爱祖国,回报祖国,回报社会,回报人民,实现中华民族伟大复兴.     

Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work.     

新时期加强大学生理想信念教育的对策研究

理想信念教育是对大学生进行思想政治教育的核心。在新时期,认真分析大学生理想信念教育所存在的问题,并采取切实有效的措施加强大学生理想信念教育,具有重要的现实意义。     

正确看待共产主义思想

共产主义思想是从共产主义事业的利益中引伸出来的,只要是信奉共产主义的人,无论何时提倡共产主义思想都是理所当然;只要我们不是机械地理解客观物质与社会意识之间的关系,就不难理解共产主义既是理想又是现实。要正确看待共产主义思想,大力加强共产主义思想教育。     

"美国梦"的一曲挽歌——评《了不起的盖茨比》

菲茨杰拉德是二十世纪美国最重要的作家之一,《了不起的盖茨比》奠定了他在美国文学上的地位,小说描写了出身贫寒的盖茨比痴心不改地追求因"贫富差距"而未能"终成眷属"的情人,却以失败身亡而告终的故事,揭示了理想与现实之间的差距及其冲突导致梦想的幻灭的必然性;菲茨杰拉德通过这样安排小说的结局,表明了资产阶级标榜的自由与平等的虚伪性,所谓的"美国梦"不过是个谎言,以盖茨比的个人失败隐喻了"美国梦"的虚幻及其不可企及性.     

试论大学校长的办学理念

在高等教育从精英教育向大众化教育的发展过程中，大学校长的办学理念对学校的改革与发展起着十分重要的作用。大学校长办学理念应由大学理想——为什么办大学，大学定位——办什么样的大学，办学方略——怎么样办大学等三部分组成，章对这三部分进行了阐述。     

论理想的科学性问题——兼论理想教育的认知前提

对理想是否“真”的问题的探讨既是人们区分理想与空想的内在根据,也是我们进行理想教育的认知前提。理想是否“真”的问题从认识论上考察就是理想有否包含了现实可能性的问题。一旦对理想的现实可能性确信不疑,那就能形成对理想的科学信仰,从而成为一种强大的精神动力,促使人们为理想的实现而自觉地奋斗。     

师生伦理的反思与前瞻

尊师重道的师生伦理,作为中国传统社会生活中的典范而成为中国文化传统的主要精神之一,但在现实社会生活中,出现了某些师生关系疏离,尊师重道观念淡薄,师生伦理衰落的现象.这就有必要反思传统,检视现实,并进而重构尊师重道观念,构筑新型的师生伦理.     

论诗词创作中的若干关系

景情与志理的关系、想象与写实的关系、灵感与苦吟的关系、雅与俗的关系,是当代诗词创作中的重要问题。对这些问题加以分析和研究,对于当前诗词界的创作和欣赏具有积极的意义。     

谈《诗经》的人格美理想

本文旨在探讨《诗经》中的人格美理想。《诗经》中不少作品,其内容讴歌、颂赞先公先王,反映了周人对其祖先及君王的敬重、褒扬和歌颂,展示了周代所崇尚的人格美理想。这种人格美理想在诗歌中主要通过外在威仪和内在品质来表现,并对中国古代伦理美学产生重要影响。