对高校班级党支部建设的几点思考

班级党支部是新时期高校学生党建工作的一种创新.在班级党支部建设过程中,通常会面临一些新的问题,如:何时组建班级党支部最为合适,如何正确处理班级党支部与团支部、班委会的关系,怎样检验班级党支部建设的成效,如何给予班级党支部以必要的指导,本文对上述一系列问题作了一些粗浅的分析与思考.     

高校辅导员对大学生贫富差距问题的思考

随着社会的进步,大学校园内的贫富差距越来越明显,严重的影响了大学生的学习、生活,本文对大学生的贫富差距问题进行了一些思考。     

我国学位授权审核制度的回顾与反思

本文通过回顾我国学位授权审核制度走过的历程,总结学位授权审核制度取得的成绩,分析存在的不足,提出解决问题的策略和建议。以期使我国学位授权审核制度能够不断改进和完善,推进学位与研究生教育不断发展和提高。     

当代江西民俗体育发展的构想

为了深入研究不同地域的民俗体育文化,进一步发挥民俗体育在当代社会发展中的作用,主要采用文献、逻辑分析等方法,对当代江西民俗体育的发展进行了深入探讨。研究结果表明：江西民俗体育丰富多彩,大多数项目具有强身健体的功效,其中休闲类项目也不少,如果开发和利用得当,这些民俗体育对推动大众体育、休闲体育、甚至学校体育都具有积极的作用。建议：保护与传承民俗体育文化,对民俗体育的文化价值要有足够的认识;把民俗体育与江西旅游业相结合,主要把民俗体育与节庆、旅游进行互动,增加趣味性和休闲性;加强对江西特色民俗体育的挖掘和整理,打造具有鲜明地域色彩的民俗体育文化。     

对大学生就业指导工作的几点思考

高校毕业生从计划分配到“双向选择”的改革 ,就业指导工作显得尤为重要。它关系到毕业生的就业率 ,关系到社会对学校的认知度 ,更是学生面对众多高校的选择标准之一。本文认为 ,在就业指导工作中应开展以下几方面的工作 :1.就业政策的宣传工作 ;2 .职业技能的培训 ;3.人格素质的培养 ;4 .就业技巧的培训 ;5.就业观念的更新和定位 ;6.就业信息的沟通 ;7.良好心理素质的培养     

一维光子晶体传输矩阵法的分析改进

为了更准确地分析一维光子晶体的光子禁带特性和研究改善光子晶体性能的方法,通过在传输矩阵法的推导过程中加入了多重反射的概念和修正了传输矩阵的相位项,改进了用传输矩阵分析一维光子晶体禁带特性的方法,提高了计算精确度,结合理论仿真数据与实验测量值的对比证明了该改进算法的有效性,尤其是在非垂直入射的情况下,改进算法与实验数据符合良好。另外还探讨了组成光子晶体膜层的高低折射率介质的折射率比值,光学厚度,周期数等参数对光子禁带特性的影响,并提出了通过选用合适的光学厚度和周期数,采用新型材料,引入多缺陷态结构等改进一维光子晶体禁带特性的初步设想。     

Moral relations in encounters with nature

The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bringing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.     

加强高校“学习型团校”建设的几点思考

党中央提出创建学习型社会,构建终身教育体系的目标以来,各类型组织围绕自身特点开展了创建学习型组织的热潮,团校作为广大青年学习中国特色社会主义理论的学校,是青年的人才培养基地,理应在实现这一目标的过程中发挥积极作用,本文从学习型组织的概念入手,阐述建设高校学习型团校的必要性,指出目前建设中所面临的问题,并从全新的视角出发,提出了具体的措施和途径。     

高等教育大众化背景下我国高校学生工作面临的挑战与思考

在我国高等教育大众化之后,我国的高校大学生呈现了一些新的变化,这些新变化对学生管理工作产生了前所未有的挑战,我们要在管理理念、模式、途径和机制上有所创新才能更好地迎接这种挑战。     

An Insight into Professional Identity Formation: Qualitative Analyses of Two Reflection Interventions During the Dissection Course

The professional behavior of future doctors is increasingly important in medical education. One of the first subjects in the curriculum to address this issue is gross anatomy. The Tuebingen Medical Faculty implemented a learning portfolio and a seminar on medical professionalism during the dissection course. The aims of this research project are to get an overview of how students form a professional identity in the dissection course and to compare the content of both their oral and written reflections on the course. A qualitative analysis was conducted of the oral and written reflections on the dissection laboratory experience. This study was conducted during winter term 2013/2014 with a cohort of 163 participants in the regular dissection course. Written reflection texts (from n = 96 students) and audio recordings from four oral reflection seminar discussions (with n = 11 students) were transcribed and deductively categorized with Mayring’s qualitative content analysis method. Both qualitative analyses show that students reflected on many topics relevant to professional development, including empathy, respect, altruism, compassion, teamwork, and self-regulation. Quantitative analysis reveals that students who attended the oral reflection wrote significantly more in their written reflection than students who did not. There is, however, no difference in the reflection categories. Reflection content from students corresponds with categories derived from existing competency frameworks. Both the seminar (oral reflections) and the learning portfolio (written reflections) present excellent opportunities to foster professional development during anatomy education; the key is using them in conjunction with the dissection course.