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在预防与抑制大学生违法犯罪的过程中,道德具有十分重要的作用。良好的社会公德意识是预防和抑制大学生违法犯罪的基础保证,中华民族优良道德传统资源具有不可或缺的珍贵价值。特别注重整体利益,强调对社会的责任意识;推崇“仁爱”原则,追求人际和谐;讲求谦敬礼让,强调克骄防矜;重视道德践履,强调修养的重要性等,这些都对预防、减少和抑制大学生违法犯罪有着重要的理论价值和现实意义。 相似文献
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卫华 《湖南师范大学社会科学学报》2010,39(3)
巴黎公社革命是一个久远的话题,然而从波希米亚文化视角进入,它能重新浮出历史地表,使人们对文人与政治关系做出新的层面省思,成为深远的美学纪念碑.即巴黎公社革命有着浓郁的波希米亚文人气质,这种放浪不羁的文人压活渗透和掺和在政治革命历史场景当中,演绎一出文人知识分子与政治盘根错节的舞台大戏,为人们提供了一个文人政治激进化的内部文本. 相似文献
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体育自助游具有旅游和体育运动的双重性质,其前卫、时尚、自由、平等的组织方式和张扬个性、亲近自然、放松身心的理念越来越受到民众的喜爱,在中青年群体中尤为如此.近年来体育自助游在我国发展势头强劲,对我国体育自助游的相关特征、业态现状及存在问题进行了分析,并进一步提出了促进我国自助游活动健康发展的对策措施. 相似文献
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关于高师数学(本科)专业教育教学改革的思考 总被引:18,自引:0,他引:18
高师数学(本科)专业教学改革的最重要的工作是进行教学内容和课程体系的改革,要深入开展教学内容和课程体系的改革,除认清现状和新形势下的新要求外,还要转变观念,处理好教学内容与教学时数的关系及共性与个性的关系,同时也应做到3个兼顾。 相似文献
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This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and reading-related measures at four time points. Hierarchical regression and path analyses indicated that vocabulary and phonemic awareness made independent contributions to variance in set for variability; that vocabulary directly influenced future reading comprehension and indirectly influenced future decoding and word recognition through set for variability; and that set for variability influenced future reading comprehension indirectly through both decoding and word recognition, controlling for autoregressive effects. 相似文献
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数字时代图书馆知识产权规避与自我保护 总被引:1,自引:0,他引:1
本文探讨了数字图书馆在建设与服务中所面临的各种知识产权风险以及数字图书馆知识产权的自我保护问题,并提出了相应的规避和保护措施。 相似文献
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Beginning readers' reported word identificationstrategies for identifying unfamiliar words intext were examined in relation to readingachievement, reading-related skills, andacademic self-perceptions. Children who wereparticipating in a three-year longitudinalstudy of reading acquisition in a wholelanguage instructional context were placed intwo groups according to their reported wordidentification strategies obtained towards theend of their first year of schooling. Resultsindicated that children who reported usingword-based strategies showed superior readingand reading-related performance, and reportedmore positive self-efficacy beliefs in readingand more positive academic self-concepts thanchildren who reported using text-basedstrategies. The results are discussed in termsof predictions stemming from the differenttheoretical assumptions about readingacquisition that underlie the code-emphasis andwhole language approaches to beginning readinginstruction. 相似文献