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41.
郭丹 《江西师范大学学报(哲学社会科学版)》2007,40(3):78-81
"回归本体"和"当下关怀"的实质包涵了古代文学研究的目的和方法:"回归本体"应包括观念的回归、文本(原典)的回归和方法的回归;"当下关怀"要排除庸俗社会学的干扰,也不应媚俗。古代文学研究应该从自己民族的历史文化中为"当下"提供更多的精神食粮。 相似文献
42.
马金玉 《金陵科技学院学报(社会科学版)》2007,21(4):102-105
基于"以人为本"的思想,从人性化管理和人性化服务两个方面阐述了如何建设人性化的图书馆。 相似文献
43.
刘凯民 《宁波广播电视大学学报》2008,6(1):125-128
本文论述了用脑机制、用脑动机和用脑保健的神经生物学机制,着重对“用进废退”在构建神经联结上的正、负强化作用和前额叶与杏仁核在学习动机形成中的影响力作了探讨,并提出了“勤思防脑衰、用脑要适度、保证脑营养”等健脑策略. 相似文献
44.
Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool “catch up” to their counterparts who did. Specifically, we focus on two dimensions of the early school environment—class size and the level of academic instruction provided. The findings suggest that most of the preschool-related gap in academic skills at school entry is quickly eliminated for children placed in small classrooms and classrooms providing high levels of reading instruction. Conversely, the initial disparities persist for children experiencing large classes and lower levels of reading instruction. These results point out that the longer-term effects of early childhood experience partly depend on classroom experiences during at least the first years of school. 相似文献
45.
时间 《成都教育学院学报》2007,21(5):28-30,73
书院是我国古代特有的教育组织形式和文化载体,在其漫长而曲折的历史发展过程中,传播了学术思想,丰富和发展了我国古代教育思想,形成了书院独有的人文关怀理念.文章通过对书院精神文化的研究,分析书院的人文特质,试图对当今的大学改革提供一些有益的借鉴. 相似文献
46.
王晓丽 《黑龙江教育学院学报》2009,28(11):25-27
人文关怀是个具有生命意蕴的概念,人文关怀的实现需要生命与生命、情感与情感的融合。从情感角度思考思想政治教育人文关怀可以得出如下结论:情感是思想政治教育人文关怀的切入点;情感是构建思想政治教育人文关怀内容体系的核心;情感体验方法是思想政治教育人文关怀的主要方法。 相似文献
47.
郑庆文 《宁波教育学院学报》2012,(2):99-102
父母参与儿童早期保育与教育是美国儿童早期发展的"干预计划"中重要内容。在"开端计划"、"儿童保育运动"和"家庭援助方案"中父母以课堂志愿者活动、义工、家访交流等多种形式参与儿童早期保育与教育,以传递家庭中的文化、语言、宗教等方面的传统,监督保育与教育的各种实施措施改进和总体质量的提升,促进其子女的健康发展和自身素质和技能的提高。 相似文献
48.
浅论高校图书馆人性化管理与服务 总被引:3,自引:0,他引:3
董晓云 《重庆职业技术学院学报》2005,14(3):50-51
人性化管理与服务是一种新的管理思想和服务理念。高校图书馆实行人性化管理与服务势在必行。本文就高校图书馆人性化管理与服务的迫切性及必要性进行了探讨。 相似文献
49.
Laura Saunders 《Pastoral Care in Education》2019,37(3):208-229
ABSTRACTIn this paper, the author discusses the interrelationship between creativity, children’s experiences of the natural world and pastoral education. Based on a research design developed whilst undertaking a professional doctorate in education (EdD), and grounded in a theoretical framework of children’s rights, the author explores the creative uncertainties of collaboratively researching children’s educational experiences with nature. The paper considers the ways in which the research design supports a pastoral care agenda, whilst encouraging the emergence of ‘creative artefacts’, alongside the extent to which the focus of the research, encounters with the natural world, might be deemed pastorally minded in its own right. The children who have participated in the research then draw the paper to a close, sharing what their involvement in the project has meant to them. Images and excerpts of children’s own creative reflections are offered as illustration of the powerful confluence of the Creative and the Pastoral. 相似文献
50.
ABSTRACTThis paper draws on data collected from two of the most extensive longitudinal studies of care leavers in the US. The Midwest Study (2003–2011) included 732 youths in foster care in three Midwestern states, and the CalYOUTH Study (2012–present) includes 727 youths in California foster care. The paper has three objectives: (1) describe trends in secondary and postsecondary educational attainment at different ages; (2) summarise findings on predictors of educational attainment; and (3) summarise findings on the impact of extended foster care (EFC) on educational attainment. Results from these two studies show that by age 21, 77–85% of care leavers finish a secondary credential and 31–52% enrol in college. By age 25, about 8% have earned a college degree. Results from multivariate analyses find that youths’ educational background and parental status were consistently associated with later educational attainment. Specific aspects of social support also influenced college outcomes. Life demands after enrolling in college (e.g. employment, parenthood) played a more influential role in college degree attainment than did aspects of youths’ background. Characteristics of colleges also predicted youths’ odds of degree completion. Finally, existing evidence suggests that EFC promotes secondary credential completion and college entry, but not college persistence or degree completion. 相似文献