试探默会知识对思想政治课教学的启示

波兰尼的默会知识论,不仅明确提出了知识还存在一种默会状态,而且突显了认识者的主体地位。而知识观决定和制约着教学观,教学中存在着的很多问题可以在很大程度上归结于对知识的理解。知识观的转变也要求思想政治课教学观的改变。思想政治课的特点决定了其应该重视默会知识在教学中的作用。默会知识在思想政治课教学中的运用,主要有＂移情理解＂法、＂自我心象塑造＂法、＂意义解读＂法、＂师徒式＂教学法等多种教学策略。     

自我决定理论视域下运动心理学课程思政改革创新研究

新时代高等院校的课程思政改革致力于深入挖掘专业课中的思想政治资源,有效发挥课堂育人的主渠道功能。在此目标指引下,体育类院校专业课程的课程思政改革势在必行,运动心理学是体育类高校体育运动类专业的本科骨干课程。动机的自我决定理论认为,人天生就有追求身心成长和能力发展的倾向,但需要环境提供持续的营养和支持。基于此,运动心理学课程思政从自我决定理论出发,立足于对学生个体特征和不同学习需求的分析,紧紧围绕如何满足其自主性、能力感和归属感来设计并实践激发和内化学生协同吸收专业知识和思政资源的动机环境,在具体教改中实现了5个方面的经验:以生为本,精心引入与专业深度融合的思政资源来激发动机的教学内容上的“精”;“师”是基础,着力构建专业教师团队确保课程思政教师队伍上的“专”;问号课堂,“问”出融会贯通专业知识和思政资源的教学过程上的“问”;活学活用,构建问题情境促进思政资源内化的教学设计上的“活”;知行合一,做中学,磨砺意志深度夯实思政教育的教学手段上的“实”。另外,要全面推进课程思政,还需注意完善教师全员育人的教学理念、着重分析学生的个性特征、打造多部门协同合作的“育人共同体”,以构建高校专业课课程思政改革的全员全程全方位育人体系。     

充分发挥微博在高校思想政治教育工作中的积极作用

校园微博以其便捷性、原创性、互动性、时代性、扩散性等特性,在推动校园文化建设中起到了文化凝聚、渗透、引导和辐射的作用。高校思想政治教育工作者可以从文化育人的角度来思考校园微博体系的建设问题,充分发挥微博在高校共青团工作的积极作用。     

The Seljuk Sultanate of Rūm and the Turkmen of the Byzantine frontier, 1206–1279*

This article examines the frontier between the Seljuk Sultanate of Rūm and its Byzantine neighbours in the thirteenth century, concentrating on the place of these frontier districts within the Seljuk state. Scholarship on the frontier, influenced by the ideas of Paul Wittek, has seen it as something of a “no man's land”, politically, economically, culturally and religiously distinct from the urban heartland of the Seljuk sultanate in central Anatolia, dominated by the nomadic Turks, the Turkmen, who operated largely beyond sultanic control. It is often thought that the Seljuk and Greek sides of the border shared more in common with each other than they did with the states of which they formed a part. In contrast, this article argues that in fact the western frontier regions were closely integrated into the Seljuk sultanate. Furthermore, with the Mongol domination of the Seljuk sultanate in the second half of the thirteenth century, the Seljuk and Mongol elites became increasingly involved in this frontier region, where some of the leading figures of the sultanate had estates and endowments.     

Eleventh- and Twelfth-Century Similarities in the Norman Influence,Contact and “Conquests” of Sicily,Southern Italy and England

The establishment of the so-called “Norman World” is a debated phenomenon. The influence of the Normans can be found throughout Europe in matters of politics, warfare, and cultural interaction. The empire established by the Normans from the tenth through the thirteenth centuries was based upon the fighting prowess and military might of a people led by notable men such as William the Conqueror and Robert Guiscard. The similarities and differences between the Norman conquests of the eleventh century reveal reciprocity in contact, influence, and exchange among Norman populations. Similarly, the autonomy and distinctness of Norman populations from England to the Mediterranean remained. This article explores the extent of Norman contact, areas of influence and methods of exchange during the most active Norman conquests of the Middle Ages.     

The Byzantines and Saladin: Some Further Arguments

This is the second of two articles by the same author arguing against the thesis that there was a conspiracy between the Byzantine emperors and Saladin, sultan of Egypt and Syria, against the crusader states and the Third Crusade in the 1180s. While the focus of the first article was primarily on the Latin sources, the present study shifts the focus to the Arabic primary material, hitherto largely neglected or inadequately treated by modern historians. Through a critical re-examination and re-interpretation of the Arabic sources, backed by the introduction and discussion of new Latin material when necessary, this article presents expanded arguments on the relations between the Byzantine Empire, the Sultanate of Konya and Saladin in the 1180s. The conclusions lend further support to the view that the Byzantine rulers and Saladin never concluded an alliance against the Latin settlers of Outremer and the Third Crusade.     

思想政治理论课教学与职业道德技能培养的结合点探讨

思想政治理论课与职业道德技能培养是辩证统一关系;二者内涵丰富,外表多彩。在思想政治理论课教学中加强职业道德技能培养,有重大意义和多种方法技巧。     

试探默会知识对思想政治课教学的启示

波兰尼的默会知识论,不仅明确提出了知识还存在一种默会状态,而且突显了认识者的主体地位。而知识观决定和制约着教学观,教学中存在着的很多问题可以在很大程度上归结于对知识的理解。知识观的转变也要求思想政治课教学观的改变。思想政治课的特点决定了其应该重视默会知识在教学中的作用。默会知识在思想政治课教学中的运用,主要有"移情理解"法、"自我心象塑造"法、"意义解读"法、"师徒式"教学法等多种教学策略。     

美国大选文化下的希拉里政治品牌诚信度问题研究

针对希拉里政治品牌研究的相关问题,分析并阐述了造成问题的原因,旨在更好地揭示美国大选的本质,更加清晰地向读者预测2016年美国大选的趋势。