共查询到20条相似文献，搜索用时 218 毫秒
1.
刘永祥 《中国教育技术装备》2011,(25)
法制教育在中学思想政治教育中扮演着重要角色,是中学思想政治教育的核心组成部分之一。由于中学生的思想意识尚不成熟,经不住诱惑,往往容易走向犯罪道路。因此,法制教育在提高中学生思想政治道德素质方面有着重大意义。中学法制教育的主要使命是对中学生进行宪法和主要法律的教育,培养中学生学会利用法律保护合法权利,明确作为社会成员必备的社会责任,了解公民应尽的义务,增强守法意识。在中学思想政治教育体系中,法制教育虽然与思想教育、政治教育、道德教育等教育活动一样,发挥着自己独有的教育功能,但在对中学生进行守法与护法、权利与义务、民主与平等、民主与参与等意识渗透的同时,又发挥着思想教育、政治教育和道德教育等思想政治教育功能。 相似文献
2.
李鲤 《中国科教创新导刊》2011,(27):36-36
思想政治课作为一门重要的基础课程,其内容丰富而繁杂,量大而面广,知识点多,它以马列主义、毛泽东思想和邓小平理论为指导,对学生进行思想方法、心理品质、法律常识、社会发展常识和基本国情教育,以及马克思主义经济学、哲学和政治学的基本观点教育。为了培养21世纪人才的需要,中学生思想政治教育提出了＂知识教育,思想教育,能力培养＂三项任务,将提高学生的素质和能力作为教育教学的最终目的。因此,思想政治教育中孕含着素质教育,思想政治教育中必须始终贯彻素质教育。素质教育是以提高国民素质为根本宗旨的教育,思想政治素质则是最重要的素质,他在人的素质结构中占有首要地位,决定了思想政治教育是素质教育的灵魂,从而决定了思想政治课在中学教育中的重要地位。 相似文献
3.
《佳木斯教育学院学报》2016,(6)
思想政治理论中蕴含着生命教育的资源,在大学思想政治教育中实施渗透生命教育,不仅能提高学生自身的生命质量,还能更好的体现思想政治教育课中的教育价值。本文将就如何在大学思政课中实施生命教育这个相关问题进行一些探讨。 相似文献
4.
胡印堂 《中国科教创新导刊》2010,(9):231-231
目前,有些学生对学习政治课不感兴趣,在新形势下如何提高中学思想政治教育的实效性是中学思想政治教育改革中要解决的一个重要问题。本文首先介绍了思想政治教育过程中存在的弊端,然后对中学思想政治教育的教学改革策略进行了探讨。 相似文献
5.
理想教育是建设社会主义精神文明的一项重要内容,对中学生进行理想教育是中学教育工作中的一个重要组成部分。研究如何提高中学理想教育的成效性,是中学思想政治教育改革的重要议题。对中学生进行理想教育,首先要认清形势,实事求是地分析中学生思想特点,找准理想教育的落脚点,使教育更好地适应时代的要求。我国正处在一个开创社会主义建设新局面的伟大时代,是一个社会急剧变革的时代。这 相似文献
6.
随着我国社会的多元化发展,对中学生的教育工作也提出了更多的要求。思想政治教学,是培养学生的科学真理和人生观、价值观的重要载体。当前,在中学生思想政治教学中渗透生命教育,对于当代中学生的价值观来说具有重大的教育意义。目前,生命教育正日益成为各所中学思想政治教育中的重要内容,因此,我们必须重视中学生的对生命价值观的教育。各所学校要坚持积极、全面、具体的渗透原则,从学生的日常生活开始,逐渐地渗透生命教育的意义。对在校中学生进行统一的生命价值观的教育,提高中学生对人生观、价值观的认识,为自身未来的发展道路奠定强有力的基础。 相似文献
7.
一、中学思想政治教育存在的主要问题(一)教育内容脱节传统应试教育中,教师处于主导地位,教育方式基本上都是单一的灌输,大部分学生的目标是升学,小学生、初中生、高中生都承受着巨大的升学压力。教师和学生把所有的精力都用在知识的学习上面,忽视了学生的思想政治教育。在这个过程中,学生被训练成考试的机器,缺乏科学的思维训练。而思想政治教育是一个循序渐进的过程,学生缺乏思想政治教育的基础知识和基本理论,就难以奠定后续教育的牢固基础。学生没有从小就接受思想政治教育的熏陶,在他们的潜意识里缺乏"思想政治教育要从 相似文献
8.
韩林凤 《读与写:教育教学刊》2015,(14)
生命教育是以人为本、生命关怀、符合学生身心要求的教育,其与思想政治教育的特征、任务、课改要求是相符的,将其融入中学思想政治课具有必要性。从教师和思想政治课授课两方面着手,提升教师素质、优化授课,有利于更好地将生命教育融入中学思想政治课。 相似文献
9.
经济的发展导致多元文化的冲击,思想政治教育显得尤为重要,中学阶段是思想成型的关键时期,所以开展关注思想政治教育的有效性就成为重要的课题。本文首先介绍了中学思想政治教育的现状,随后提出了其中存在的问题,然后就中学思想政治教育有效性进行了研究,以期对日后的思想教育工作提供参考。 相似文献
10.
陈林保 《江西教育学院学报》1997,18(2):76-78
论中学历史教学中的爱国主义教育陈林保对学生进行深入细致的政治思想教育，是中学历史教学三大社会功能之一，而对学生进行爱国主义教育，又是政治思想教育中的重要内容。本文试就中学历史教学中如何加强爱国主义教育的问题，谈谈自己的几点做法。一、整体规划，步步为营... 相似文献
11.
Mark Grabe 《Contemporary educational psychology》1976,1(1):20-25
An investigation of the relationship between high school priorities and self-concept was undertaken. Upper and underclassmen from large and small high schools completed questionnaires and the Piers-Harris Children's Self-Concept Scale. Participation in five activity areas was related to self-concept using a multiple-regression technique. The perceived similarity of each student's priorities with the school's priorities was also correlated with self-concept. The relationships accounting for the greatest proportion of the variance in self-concept scores were found among small-school upperclassmen. The results were interpreted as support for Barker's argument that small school students feel a greater obligation to participate in school activities. 相似文献
12.
Dr. Allan C. Ornstein 《The Urban Review》1991,23(3):207-214
Superintendents and school board presidents from the 100 largest school districts in the nation were surveyed to determine the major problems confronting these education leaders. Both superintendents and school board presidents were in agreement on most concerns, including the top three major problems. They are in complete agreement that finance and related worries are the most important problems they face. The survey identified several critical variables, including the superintendents' age, gender, and experience; the school board presidents' gender and experience; and the school districts' size, geographical region, metropolitan setting, and ethnic student profile. 相似文献
13.
Holger Gaertner Sebastian Wurster Hans Anand Pant 《School Effectiveness & School Improvement》2013,24(4):489-508
This study uses a school-level longitudinal control-group design to examine how teachers and principals of inspected versus uninspected schools perceive school improvement at their schools. During the phasing in of school inspections in the states of Berlin and Brandenburg (Germany), both inspected and uninspected schools were surveyed with respect to school improvement activities over a 1-year period. The main finding is that principals’ and teachers’ perceptions of school quality were highly stable, irrespective of the introduction of school inspections. The results show school inspections had a comparatively low impact on the aspects of school quality measured here. 相似文献
14.
庄西真 《河南职业技术师范学院学报(职业教育版)》2004,(5):10-13
当前,职业教育出现的问题很大程度上根源于职业学校的效能低下。其主要原因之一是职业学校组织结构不合理。因此,应该重视对职业学校组织结构的改革和建设,使其为提高职业学校效能服务。 相似文献
15.
Rural school psychologists from California, Georgia, Indiana, and Iowa were mailed questionnaires asking them to describe the advantages of practicing school psychology in rural school settings. Three main clusters of responses emerged, including: close contact and good working relationships with teachers, administrators, and parents; role diversity and autonomy; and positive environmental context. Levels of job satisfaction also were investigated. A total of 59% of the psychologists reported high or very high job satisfaction, while 33% reported an average level of satisfaction, and only 8% reported a low level of satisfaction. 相似文献
16.
This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students' gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction (p < .01): Academic Support (beta weight = 0.17), Positive Student‐Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students' school satisfaction appeared invariant across the demographic variables and academic performance levels. The inclusion of school climate and school satisfaction measures may form a foundation for more comprehensive assessments for understanding and monitoring the experiences of students in schools. © 2010 Wiley Periodicals, Inc. 相似文献
17.
Chris Watkins Melanie Mauthner Roger Hewitt Debbie Epstein Diana Leonard 《British Educational Research Journal》2007,33(1):61-74
This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept. 相似文献
18.
Jeni Riley 《Curriculum Journal》2013,24(1):29-58
This article discusses critically the implementation of the National Literacy Strategy (NLS). The following issues are addressed: the importance of literacy in advanced societies; increasing public concern about literacy standards in English and Welsh primary schools; the perceived need for a large-scale intervention into the teaching of literacy from the standpoint of international comparisons and school inspection evidence. The literacy process, its complexities and controversies, are considered and critiqued, along with the extent to which the NLS is able to accommodate the implications of research findings. In conclusion, the evaluation reports on the impact of the NLS are discussed. 相似文献
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20.
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. 相似文献