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931.
本文从经济体制、社会结构的角度出发 ,对德治、法治的理论渊源进行了广泛的探索 ,对我党所实行的依法治国和以德治国并举的治国理论的伟大创新进行了深入地分析 ,并就如何重建道德生活提出了“角色道德方式”的原则 相似文献
932.
933.
李瑞芳 《河北师范大学学报(教育科学版)》2008,10(5):62-64
李塨是清初卓越的教育思想家,他力图建立一套健全有效的教育体制。他提出了"明明德亲民以止于至善"的教育目标,并对教育目标的各个条目作出了自己的解释。 相似文献
934.
Keith Turvey 《Education and Information Technologies》2008,13(4):317-327
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom
in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation.
Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning
Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance
of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities
to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings
emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education
(ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education.
Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource
a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a
local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study.
Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential
advantages of such a situated approach to learning about the educational use of new communications technologies with children. 相似文献
935.
白艳维 《宁波教育学院学报》2021,(2):72-75
课程思政是当前高校思想政治教育重要方式之一。艺术设计专业实施课程思政是推动艺术设计专业实践教学模式不断的创新动力。结合专业特点,从历史发展、社会热点、唯物辩证角度挖掘专业课程思政元素,采用“立体式”模式融入艺术设计专业教学的各个环节,培养学生精益求精、团结协作、大爱无私的职业精神,提升实践教学质量,实现“教书”与“育人”的统一。 相似文献
936.
Fato Adilolu Fabio Fragiacomo Fabiano Petricone 《The International Journal of Art & Design Education》2021,40(1):268-282
This article reflects on six years of research activities in the field of long‐distance collaboration and more specifically on how creative virtual teams operate and respond to challenges set by emerging and developing technologies. Furthermore, it considers how to build, manage and shape a more inclusive virtual team, documenting the methodologies applied in each activity, the experiences of both tutors and students and the educational context in which the international study took place. The project set out with a methodology for observing, managing and developing the interaction dynamics between each creative team member involved in the design of activities and practice of delocalized teams. The project is positioned within the field of educational technology and identifies a set of operative recommendations aimed at educators so that remote creative collaborative work can result most effective. The article explores the potential of virtual teams supporting communication and design. 相似文献
937.
社区信息化建设是一项复杂的系统工程、针对现有社区信息化系统中存在的系统孤立、信息资源共享困难等难题.提出基于领域工程的社区信息化建设方案,设计出基于构件的社区信息化领域框架结构.为社区信息化系统的建设提供了一种可行方案,提高了软件复用,同时也实现了领域内的资源共享. 相似文献
938.
王秀龙 《金华职业技术学院学报》2013,13(2):56-58
孔子德治思想不仅奠定了中国古代德治思想的基础,还对后世的经济社会发展和道德完善产生了重大影响。从孔子德治思想的提出背景入手,从对统治者的道德教化、对民众的道德教化和以德治为主但并不排斥必要的刑罚三方面进行剖析,深化对其理论理解,孔子德治思想丰富和发展了历史唯物主义的群众史观,为我国深化实施以德治国和依法治国提供理论借鉴,为中国特色社会主义制度的完善提供精神动力和智力支持。 相似文献
939.
The presence of culturally diverse students in the classrooms of educational centers suggests that the autonomous communities with educational powers in Spain address the issue in a rather complex way. The case that concerns us in this text centers on the legislative and organizational analysis of four autonomous communities in Spain: Cantabria, Asturias, Andalusia, and Valencia. Each of the territories analyzed has distinct characteristics in terms of the approaches taken in relation to this type of student body, derived not only from the number of such students present in the classrooms, but also from other criteria of an ideological nature and educational or pedagogical positioning given this reality. We move from a macro analysis to a more concrete one that tries to define what, who and how the autonomous communities and the educational centers coordinate this process.This leads us to the consideration of at least three elements that are related to this decision-making process: the legislation that results from this reality, the specific organization of the educational centers, and the structures that have been created ad-hoc to respond to diversity.The process must be understood from a broad view of the situation that goes beyond that which is exclusively school-based. We must not forget that this is a matter of human rights, of democratically agreed-upon values, and of establishing appropriate conditions so that rights and values can be made possible within educational contexts. Without forgetting this macro perspective, the analysis includes the way in which communities present the cultural project and how this is manifested in the official curriculum in the form of practices that are determined by the construction of an image of childhood. 相似文献
940.
《国际创新研究学报(英文)》2023,7(1):68-86
This study draws a historical picture of conceptual linkages of innovation systems (IS) and global value chains (GVC). We used a co-citation technique to map the evolution of these two fields since 1990. We highlighted the connecting nodes over the past three decades. The first decade witnessed a connection between national innovation systems (NIS) and GVC, mediated by regional studies related to industrial clusters and district-based innovation. The tradeoff between tacit sticky local and codified transferable global knowledge and innovation and learning's importance in upgrading in GVC generated two new routes in the second decade. In the last decade, although these routes are retained, their mediating nodes have changed with the literature on technology and sustainable transition from IS and the path dependency role in the evolution of districts in global production networks. Recent trends indicate that evolutionary views on economic geography and catch-up may open new opportunities to link the two, and some lessons highlight the need for more structured interactions in the future. 相似文献