论抗战时期中共广东党组织的文化统战工作

在抗日战争中,中国共产党根据广东的地区特点,在文化战线上通过建立文化阵地,出版发行进步报刊,加强战时教育,壮大抗战文化力量,以及抢救、团结爱国知识分子等活动,展开了有声有色、卓有成效的统战宣传,发展壮大了组织力量,成功地运用了统一战线策略,为中国抗日战争和世界反法西斯战争的胜利做出了不可磨灭的历史贡献,也为新时期党的统战工作提供了宝贵的经验和启示。     

转型时期地方高校音乐专业的发展策略探究

当前我国正值全面深化各领域改革的关键时期,高等教育也面临着严峻的挑战和难得的发展机遇。本文从转变地方高等院校音乐专业教育思想观念、改革传统人才培养模式、推动师资队伍特色建设、加强音乐专业学科建设等几方面,对转型时期地方高校音乐专业的发展策略进行了探讨。建立健全完善的音乐专业职业教育功能网、适应社会对人才的发展需要是高等教育专业建设体系自身完善的必然需求。     

熟练期教师的发展策略研究

教师的成长阶段可粗略分为新手期、熟练期、专家期,其中,熟练期是变数最大、最为困难的时期,因为这一时期很容易产生职业倦怠,关系到教师能否积极进步,能否成长为专家型教师。如果不能处理好倦怠感,就很有可能导致问题教师的出现,损害教师生涯的质量。经过研究表明,这一时期最为有效的应对策略是对教师的心理调适。     

浅析新时期高校辅导员工作面临的机遇和挑战

改革开放以来,随着社会经济的发展,高校辅导员面临的形势发生了巨大改变,辅导员面对新时期的新形势,要努力分析大学生的特点,认清带来的挑战与机遇,积极调整状态,努力克服困难,争取早日适应高校思想政治教育新形势,不断开创辅导员工作的新局面。     

从《四忆堂诗集》看侯方域“以诗存史”的创作追求

在明末清初的士大夫阶层中,侯方域是一位极富个性的独特人物,虽然他37岁便英年早逝,但他的人生却完整地跨越了明清鼎革的悲壮历史。侯方域在其《四忆堂诗集》的创作与编次中,自觉秉承了"以诗存史"的传统,使得其诗作不仅成为后人解读侯方域人生传奇的注解,还成为了解明清之际历史变迁的一个旁证。其诗歌题材内容广泛,涉及当时社会生活的各个方面,有对大小寇乱的反映,有对时政的评议指斥,以及对末世灾异现象的书写。从其诗歌中,读者不仅可以观览明末清初的诸多政治事件,可以了解士大夫在易代之际的心理变化与情感活动,更可以探究明末知识分子阶层的社会责任感和参与感。     

西辽河上游地区与中原地区史前生业方式比较研究

西辽河上游地区史前时期考古学文化序列自成体系,谱系清晰,考古学文化主要包括小河西文化、兴隆洼文化、富河文化、赵宝沟文化、红山文化和小河沿文化。从地理环境来看,西辽河上游是从半干旱区向干旱区过渡地区,也是对环境变化反应敏感的生态系统过渡带,史前时期受到地理条件、气候环境与外部文化的影响,形成了独特而具典型性的采集、渔猎、农业并存的经济形态。与西辽河上游地区相比,中原地区在新石器时代早期经济生产活动的主体仍然是采集、狩猎,农业仅是辅助性的次要的生产活动;到了新石器时代中期仰韶文化阶段,生业方式以农耕生产为主;到了新石器时代晚期龙山文化阶段,已经处于农业生产阶段,中国北方旱作农业的农作物布局在中原地区已经趋向复杂化。     

抗日战争时期陕甘宁边区文化教育建设概览

抗日战争是中华民族在军事、政治、经济和文化的各条战线上万众一心抗击日本侵略者,最终获得民族独立的一场伟大的民族自卫战争。在中国共产党领导的抗日民族统一战线的旗帜下,文化教育肩负着特殊的使命,它汇聚了民族力量,激发起民族精神,指明民族未来的方向,为抗战铸就了强大的精神武器。陕甘宁边区文化教育建设以国防教育为纲领,以干部教育为首要,以国民教育为方向,通过一系列教育建设举措,为抗战各条战线输送了大批优秀人才,根本改变了旧的教育制度和教育方针,成为各抗日根据地文化教育建设事业的典范。     

The Norden Associations and international efforts to change history education, 1919–1970: international organisations,education, and hegemonic nationalism

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.     

Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

延安时期中国共产党解决妇女民生问题的史实考察

延安时期中国共产党十分关心广大妇女的民生疾苦。陕甘宁边区政府成立后,紧紧围绕困扰广大妇女的健康、社会地位、身心健康等诸多民生问题,制定政策、颁行法律,从政治、物质、精神多层面改善妇女生存现状,有效推动了妇女事业的发展,积累了丰富经验。