共查询到20条相似文献，搜索用时 31 毫秒
1.
孙胜杰 《当代教育理论与实践》2022,14(1):15-19
中国现代文学是高校开设覆盖面很广的一门课程,并以其基础性、现代性和中国化的课程特色在汉语言文学专业思政教学中显示出独特性。为实现思政教育与中国现代文学专业学习协同发展,提高中国现代文学课程思政教学的有效性,要做到精准思政与智慧思政相结合。首先,对思政目标与中国现代文学教学目标进行契合度分析,实现精准思政;其次,运用智慧教育助力建构中国现代文学课程思政话语体系,实现智慧思政;最后,从政治文化自觉与道德话语层面对中国现代文学课程教学话语表达范式进行调适。 相似文献
2.
曹宣明 《淮南职业技术学院学报》2020,(2):14-17
高校思想政治理论课教学活动中形成的教育话语,具有价值承载、连通媒介、保障监督的重要功能,其主导力、亲和力、吸引力关乎高校思想政治教育的“高度”“力度”和“温度”,深刻影响着高校思想政治教育的效果。在时空境遇下,高校思想政治理论课教学话语的主导力、亲和力、吸引力面临着不断式微的困境,迫切需要通过交往互动共建话语方式及在生活关照中共享话语意义等途径来提升教学话语影响力。 相似文献
3.
政治生活方式由各种各样的“主义”来界定、评价和引导,是一种现代政治现象。虽然在古希腊已出现以“主义”为后缀的构词,但只是指代一种行动或行为的方式和习俗。现代意识形态意义上的“主义”在西方古典政治中并不存在。伴随着现代早期的宗教改革、政治革命和认识论革新,“主义”历经学说化、平民化与标签化的转变过程,奠定了其现代形态。“主义”话语的编织及其对现代政治秩序的影响,受制于关于人性、社会和政治的一般性事实,并在社会不断理性化的趋势中受到挑战。 相似文献
4.
付有能 《课程.教材.教法》2021,41(5):74-81
“活动型学科课程”作为普通高中思想政治课程新的课程理念与学科定位,其实现需要通过教科书中的活动设计作为学科内容的载体和实践来支撑。普通高中思想政治教科书的活动设计可以从“有什么用”“怎么使用”“谁来使用”三个角度进行设计和理解,以此构成了“活动—内容—学科核心素养”(功能维度)、“活动—情境—议题”(实践维度)、“活动—学生—教师”(主体维度)三个层面的活动设计思路。以活动设计的这三个维度为指引,推进高中思想政治课教学形态的转变,从而在“活动型学科课程”理念的教科书呈现与教学落实上确立起行动共识。 相似文献
5.
如何开展思想政治课教学和提高思想政治课的实效性,对政治教师来说,是一个急需解决的现实问题。思想政治课老师难教,相当一部分学生厌学,从而使思想政治课教学陷入老师不愿讲,学生不愿听的恶性循环。要想改变这种现状,形成良性循环,我们认为思想政治课教学应力求做到"有数"、"有法"、"有趣"和"有用"。 相似文献
6.
在全媒体时代多元共生的媒介生态下,传统思政教育面临新挑战,大学生思政教育的话语结构由传统的说理性话语为主转向双向互动的故事性生成为主。单向传播被打破,双向互动模式占据主体,传播者的主体性认知提升到了一个崭新的阶段。当前适应融入新的传播环境,树立新的大学思政传播叙事理念是首先要解决的问题。为保证思政教育的传播效果,在辅以文本和影像等多样传播手段的基础上,在生活化叙事、历史化叙事、场景化叙事等三个维度上展开话语模式的创新,是达成"思政教育会讲话"的价值认同、情感认同的必由之路。 相似文献
7.
Expressions of time have increasingly infused the rhetorical experience of post-industrial war, especially since 9/11. This essay demonstrates how these “signs of time” operate as one of three tropes: deadline/countdown, infinite/infinitesimal war, and the ticking clock. The persistence of such signs of time in public discourse can be seen as an expression of what Paul Virilio has called the “chronopolis,” a political universe textured by real-time communication technologies. The chronopolitical will exhibits certain autocratic traits at odds with democratic ideals, primarily the refashioning of citizen identity into that of the “contemporary.” The analysis here charts the autocratic rhetoric of the chronopolis as a critical democratic project. 相似文献
8.
David Pepper 《Educational Measurement》2020,39(4):8-20
The Standards for Educational and Psychological Testing identify several strands of validity evidence that may be needed as support for particular interpretations and uses of assessments. Yet assessment validation often does not seem guided by these Standards, with validations lacking a particular strand even when it appears relevant to an assessment. Consequently, the degree to which validity evidence supports the proposed interpretation and use of the assessment may be compromised. Guided by the Standards, this article presents an independent validation of OECD's PISA assessment of mathematical self-efficacy (MSE) as an instructive example of this issue. OECD identifies MSE as one of a number of “factors” explaining student performance in mathematics, thereby serving the “policy orientation” of PISA. However, this independent validation identifies significant shortcomings in the strands of validity evidence available to support this interpretation and use of the assessment. The article therefore demonstrates how the Standards can guide the planning of a validation to ensure it generates the validity evidence relevant to an interpretive argument, particularly for an international large-scale assessment such as PISA. The implication is that assessment validation could yet benefit from the Standards as what Zumbo calls “a global force for testing”. 相似文献
9.
武振华 《北京教育学院学报》2020,(1):31-38
新时代党的政治建设理论,是习近平总书记在继承马克思主义政党建设理论、立足中国共产党新的实际、准确把握新时代执政党建设规律的基础上,形成的内容丰富、系统完整、逻辑严密的管党治党的理论体系。这一理论体系沿着"为何建""建什么""怎么建"的逻辑进路,深刻回答了新时代政治建设的一系列重大理论与实践问题,丰富和发展了马克思主义党的建设理论,拓展和完善了新时代中国共产党建设总体布局,具有鲜明的创新价值。 相似文献
10.
Recently,register theory has been largely adopted in translation studies.It can better avoid subjective factors in translation in perspective of register.It can also evaluate"faithfulness"of translated text in a rigorous way.In the paper,register theory is introduced to political discourse translation.In Halliday's systemic functional grammar,he defines"register"as the context of situation.And there are three variables of register,respectively,field,tenor and mode.Field means what is taking place in the discourse.By tenor,it refers to who is taking part in the discourse,i.e.participant.As for mode of discourse,it means what the language will do for the participants in the context of situation.The paper aims to discuss the guiding role that register theory has to political discourse translation practice through field,tenor and mode. 相似文献
11.
Max Fuchs 《Zeitschrift für Erziehungswissenschaft》2013,16(3):257-271
The introduction of all-day schooling was one of the political consequences arising from Germany’s poor performance in the PISA study. One of the key ideas here was to boost cooperation between all-day schools and partners offering extra-curricular activities. To this end, the concept of the Culture School was developed. These are schools devoted not only to academic subjects, but also to cultural and artistic pursuits. Special tools and methods have been devised to help schools develop in the direction of a “culture school”, a process known as “cultural school development”. Such development processes are currently under way in many individual schools and above all within the scope of the large-scale project “Cultural agents for creative schools” (with around 150 schools in 5 German states participating). 相似文献
12.
即将迎来甲子之年的于坚似乎终于找到了属于他自己诗歌的一种“方言”,形成了他自己诗歌的审美风格。在诗歌的语言上,于坚转变了先前的口语创作方式,有了文言气,旧文人气。文体上追求一种糅合,杂糅了新旧文体,想寻求一种融通。创造了一种诗的“方言”,只属于于坚的一种“诗的方言”。其中有雅有俗,不能一概而论。中国当代诗歌从书写集体之情到个人之情,从政治话语到个人话语,从整齐划一到天马行空,从亦步亦趋到“野怪黑乱”,又从“野怪黑乱”到“新的中庸之路”,这是中国当代诗歌发展史上的一次艺术“自觉”,而这次艺术自觉最终在于坚的诗中完成。 相似文献
13.
黄鑫 《四川教育学院学报》2014,(8):88-91
中国古代思想政治教育的目标反映了古代社会的价值取向,主要包括自身修养的个人目标和维护君权的社会目标。个人教育、家庭教育、学校教育、社会教育是实现这两大目标的四大途径。在我国古代思想政治教育主要目标的基础上,只有审视“礼仪”规范,坚持“平等和谐”;审视“忠孝”观念,坚持理性“爱国、敬老”;审视“以德治国”,坚持“德法兼治”;审视“官本位”思想,坚持“以人为本”,才能批判地借鉴古代思想政治教育的精华,有所创新,有所进步,方可在扬弃、继承、创新中推进思想政治教育史和教育方法的整体发展。 相似文献
14.
David I. Backer 《Educational theory》2017,67(1):67-82
In a majority of cases observed in classrooms over the last several decades, what has gone by the name “discussion” is not discussion, but rather an interaction better known as recitation. If one sees this phenomenon as a problem, then an aspect of its resolution must be theoretical (as opposed to empirical or pedagogical): What series of conceptual terms might we adopt such that recitation does not pass for discussion? Such a theoretical response would have to address internal and external, or subjective and intersubjective, phenomena to describe what it means to participate in an interaction like discussion or recitation. Next the theory would have to explain the differences between interactions such as discussion and recitation in robust terms. Finally, these robust differences would have to prevent the “mistaking” of discussion for recitation, and vice versa. David Backer sets out to accomplish these three goals in the following essay. The theory he builds relies on a distinction between two psychological‐affective states: dehiscence and melancholia. Backer argues that recitation forms a mass through melancholic introjection of a single object, while discussion forms a group that dehiscently introjects no particular object at all. The chief finding of this essay is that viewing discussion and recitation through the mass‐psychological lens offers a new way to examine what kind of relations of influence and power form during classroom discourse and, specifically, the political significance of those discourses. 相似文献
15.
邵卫平 《牡丹江教育学院学报》2021,(2)
公共英语课程兼具工具性、人文性和思辨性等多重属性,而且课时多、影响大,通常是团队教学,具有开展“课程思政”教学的先天优势。公共英语课教师必须站在党和国家战略全局的高度,更新教学理念,提高政治素养和业务能力,树立“新文科、大英语”的新理念,跳出语言和文化教育的传统格局,增强“课程思政”意识,积极开展“课程思政”教学,科学、合理地将思想政治教育元素有效地融入到公共英语教学当中,打造“知识传授、能力培养、价值引领”三位一体的教学模式,自觉做“课程思政”教育的探索者、研究者、践行者、先行者和示范者。 相似文献
16.
One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence. 相似文献
17.
To interrogate pedagogical discourses relating to child behaviour as “practices that systematically form the objects of which they speak” this paper features the analysis of three texts through the development and deployment of what might be called a poetics of pedagogical discourse. The principal text is a statement describing “problematic” behaviour in school. Of concern is how this particular statement functions—what does it do and with what effects? Here my analysis will be informed by the examination of two other texts. Each demonstrates techniques in the production of meaning; specifically, how performative language and intertextuality contribute to and enhance the constitutive properties of discourse. The aim is, first, to “try to grasp subjection in its material instance as a constitution of subjects” through the interrogation of discursive practices that, in objectifying and subjugating individual school children, create the condition of possibility for the recognition and classification of disorderly behaviour and behaviour disorders, such as attention deficit hyperactivity disorder. A second, but no less important, aim is to call attention to the dangers inherent to the ways in which child behaviour comes to be described in schools. 相似文献
18.
《Educational Philosophy and Theory》2013,45(4):471-482
This paper takes the vigorous political debate unleashed in Germany by the results of the PISA study as a stimulus to take a closer look at the strategic aims and effects of the current education reforms, of which the PISA study is only one example. It shows that the reform measures underpin a powerful process of normalisation. In this context, the PISA study, along with other reform measures, can be seen as a ‘power stabiliser’. The paper indicates how techniques of political domination are linked with ‘technologies of the self’ and how the ‘discourse of self organization’ can be seen as the core of a governmental strategy to assimilate education more thoroughly than ever before into a network of disciplinary procedures and ‘voluntary self‐control’. 相似文献
19.
Ian Grosvenor Gyöngyvér Pataki 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):246-267
AbstractIn Radical Education and the Common School (2011), Michael Field and Peter Moss argue for a radical alternative to the failed and dysfunctional contemporary discourse about education and the school with its focus on markets, competition, instrumentality, standardisation, and managerialism. They argue that it is necessary, if we are to progress “social alternatives” in education, to construct micro-histories of schools that have developed as “real utopias” through radically revising their practice. They call these micro-histories “critical case studies of possibilities”. In To Hell with Culture (1963), the art educator and anarchist Herbert Read returned to a theme he had been exploring since the early 1930s – the purpose of education. For him, “education” implied many things, but he saw modern practice as “socially disintegrating”. Instead, Read offered an alternative to the dominant discourse about education under capitalism in the 1960s which would create “that collective consciousness which is the spiritual energy of a people and the only source of its art and culture”. To what extent was Read’s conception of education an ideal, a dream unfulfilled? Following Fielding and Moss this paper will seek to trace “critical case studies of possibilities” drawn from the past which reflect the fundamental connection identified by Read between school learning, “collective consciousness”, art, and culture. 相似文献
20.
This article considers the role played by policy makers, government organisations, and research institutes (sometimes labelled “think tanks”) in the analysis, use and reporting of PISA data for the purposes of policy advice and advocacy. It draws on the ideas of Rizvi and Lingard (Globalizing Education Policy, 2010), Bogdandy and Goldmann (Governance by Indicators/ Global Power through Quantification and Rankings, 2012) and others to explore the ways in which such “agents of change” can interpret, manipulate and disseminate the results of data arising from large scale assessment survey programs such as PISA to influence and determine political and/or educational research agendas. This article illustrates this issue by highlighting the uncertainty surrounding the PISA data that have been used by a number of prominent, high profile agents of change to defend policy directions and advice. The final section of this paper highlights the need for policy makers and their advisors to become better informed of the technical limitations of using international achievement data if such data are to be used to inform policy development and educational reforms. 相似文献