共查询到20条相似文献，搜索用时 31 毫秒
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加强未成年人思想道德建设，是一项事关全局的战略任务，必须动员各方面的力量齐抓共管、各负其责。党委政府要树立战略意识，发挥领导作用；共青团少先队要树立质量意识，发挥指导作用；学校要树立阵地意识，发挥主导作用；开展道德实践活动要树立效益意识，发挥育人作用；家庭教育要树立责任意识，发挥延伸作用；社区教育要树立服务意识，发挥桥梁作用。 相似文献
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经建美 《教学月刊(小学版)》2011,(5):45-46
百善孝为先。在大力倡导加强和改进未成年人思想道德建设的今天,孝德作为一种特殊的社会伦理、公众道德准则和传统文化品牌,理应纳入未成年人思想道德教育之中。上虞乃孝子大舜、孝女曹娥的故乡,素有崇孝行孝的风气,孝德文化渊源流长。因此,充分挖掘和利用身边的孝德资源,弘扬祖国的传统文化,便成了一项非常值得探讨和实践的重要课题。 相似文献
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孝德文化是中国几千年来传统文化的精髓,开展孝德教育,是引领青少年健康成长的一个重要举措。自2011年3月以来,荆门市掇刀区双泉小学（以下简称“双泉小学”）启动孝德教育,拉开了“弘扬孝德文化,打造孝德双泉”的校园文化建设帷幕。记者深入采访了解到：该校通过营造校园孝德文化氛围、挖掘孝德课程素材、践行孝德实践活动等全面推进孝德教育,引导每一个孩子“孝亲尊师”“德才兼备”。 相似文献
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董连兵 《吕梁高等专科学校学报》2005,21(2):60-61
未成年人思想政治教育工作主要要树立“五种观念”；具有“四种思维方式”；应注重“五方面教育”和“三个结合”，来开创未成年人思想政治工作的新局面。 相似文献
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邓西勤 《南阳师范学院学报》2005,4(8):107-107
学校是对未成年人进行思想道德教育的主渠道、主阵地、主课堂。我们必须全面贯彻党的教育方针，把德育放在素质教育首位，贯穿于教育教学各个环节。广大教育工作要牢固树立育人为本，德育为首的思想，进一步增强责任感，紧迫感和使命感。要大力弘扬求真务实精神，努力贴近未成年人实际、贴近未成年人生活现实、贴近未成年人群体，坚持与时俱进，根据新形势下未成年人思想道德的新特点，大力推进思想道德建设的创新，充分体现时代性、准确把握规律性、大力增强实效性。 相似文献
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美德山东建设,必须大力弘扬齐鲁传统文化的精华———孝文化。《二十四孝》虽然是童蒙读物,但其思想内容及发挥作用的方式包含着前人道德教育的大智慧。它启示我们：孝文化建设,要融入人们日常生活中,启迪人们尤其是未成年人的人性自觉;主流文化应大力倡导弘扬,并通俗化、普及化,树立新时代的孝德楷模。 相似文献
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留守幼儿同伴交往问题调查 总被引：8，自引：0，他引：8
同伴交往能力是幼儿社会性发展的重要方面。因为缺少父母的关爱与指导,大部分留守幼儿在同伴交往方面存在缺乏安全感、偏狭、排斥、攻击等令人担忧的状况。当地部门、幼儿园教师和留守幼儿家长应采取有效措施,重视对留守幼儿的管理,构建和谐交往平台,及时指导幼儿的交往行为,引导幼儿建立良好的同伴关系。 相似文献
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《颜氏家训》中的孝道观主要体现在重视对子女的孝伦理教育,主张父慈是子孝的重要条件,要求子女既要赡养父母,又要尊敬父母,还要以礼安葬和祭祀父母。《颜氏家训》主要继承了先秦时期儒家的孝道观,但对儒家的孝道观又有所变通和发展,更适合了民众的需求。《颜氏家训》所宣扬的孝道观在历史上产生了重要影响。 相似文献
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The AIDS epidemic presents a complex of issues that require global answers, involving entire societies. The only sustainable
solution is to include all sectors of society in a multidisciplinary collaboration, within which the formal education system
plays a key role in delivering a comprehensive response to the disease at the national level. Moreover, in order to be effective,
governments must work in collaboration with parents, religious leaders, and community members. This article describes eight
key issues that must be addressed to establish a successful HIV/AIDS education curriculum. It also provides examples of best
practices from three countries. First, HIV education in schools should adopt a human rights perspective and address stigma
and discrimination against people living with HIV (PLHIV). Second, gender issues should be fully integrated into messages
about the disease and the whole community should be sensitized on this topic. Third, national curricula must be designed in
respect of religious perspectives; the most successful ones will include religious leaders in the process. Fourth, the language
and content used in designing education materials for schools must be culturally sensitive, as local traditions can influence
the transmission of HIV; those developing curricula should explore the best ways to incorporate positive traditions into formal
education initiatives. Fifth, governments are responsible for providing comprehensive and adapted messages about the disease
to children and youth in school settings; they must develop a national strategic policy on it and establish specific measures
established to protect PLHIV. Sixth, the family plays the primary role in providing information to children on sexuality and
HIV-related issues, even if parents and children sometimes find it hard to talk about. Parents must be informed so they can
play a more active role in educating their children in this area. Seventh, teachers and administrators are central to effective
HIV education; as they often complement parents’ roles, they need to be trained at pre- and in-service levels on these issues,
including sexuality. Finally, children and young adults should learn about sexuality and HIV and AIDS at various stages throughout
their development. It is crucial to adapt the content to the age and knowledge level of the target group. 相似文献
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闫春梅 《成都教育学院学报》2009,23(3):16-19
面对琳琅满目的儿童文学图书市场,“成人应该如何为儿童选择读物才是最适宜的”成为一个值得关注的话题。为儿童选择文学读物有三个原则：使儿童快乐、洋溢爱与情感、引领儿童成长。因此,成人应抛弃自己的阅读成见。尊重儿童读书的兴趣,让儿童参与决定自己阅读的内容和方式,让儿童在书中“读”出乐趣、“读”出感觉、“读”出美妙、“读”出人生的韵味,在爱与情感中快乐地成长。 相似文献
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We formulate a distinctly 'political liberal' conception of mutual respect, which we call 'civic respect', appropriate for governing the public political relations of citizens in pluralist democratic societies. A political liberal account of education should aim at ensuring that students, as future citizens, learn to interact with other citizens on the basis of civic respect. While children should be required to attend educational institutions that will inculcate in them the skills and concepts necessary for them to be free and equal citizens, parents should be granted as much freedom as is compatible with the requirements of civic respect to raise their children in accordance with their respective 'comprehensive doctrines' (systems of beliefs and values, including religious doctrines). We consider an objection to our position drawn from the account of upbringing recently advanced by Matthew Clayton, namely, that the conception of civic respect that we advance rests on an implausible view about the limited scope of the requirements of political justice. We develop an account of the 'basic structure of society' as the appropriate subject of political justice that can overcome this objection. 相似文献
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沈明煊 《湖南第一师范学报》2012,12(4):36-39
幼儿教师职业语言在儿童身心发展中举足轻重,但部分教师缺乏对幼儿的关爱,造成语言行为不当,给幼儿带来极大的心理伤害。幼儿教师职业语言素养与幼儿语言习得有很大关系。因此,幼儿教师需要改变传统的强制性教育方式,不断提高职业素养,用爱的情感去点燃幼儿的热情;还应该肯定、认同和尊重幼儿,让每个幼儿身上都产生＂爱的期望效应＂。 相似文献
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基础教育课程改革将深深地影响教师、家长的教育观念。新课程视野下，家长要在生活中与孩子一起学习。做孩子的朋友，教师的合作者，完善自身形象，做有威信的家长，尽到促进孩子发展的职责。 相似文献
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外出打工人员子女的家庭教育问题及对策 总被引：2，自引：0，他引：2
由于外出打工人员常年在外，在对子女的家庭教育方面出现了如隔代教育、父爱失衡、重利主义倾向等一系列的问题，这些都对孩子的身心成长十分不利。这篇论文综合分析了外出打工人员子女所存在的家庭教育问题，并提出相应对策。 相似文献
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留守儿童初级社会化中家庭功能弱化问题研究 总被引：4，自引：0，他引：4
农村“留守儿童”由于父母双方或一方外出务工,他们的初级社会化过程中出现了家庭的教育、情感和保护功能弱化问题。为使“留守儿童”更好地实现初级社会化,家长应强化家庭教育意识,学校应充分发挥教育优势,社会要给予更多的关爱。 相似文献
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《Educational Philosophy and Theory》2013,45(6):789-802
Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty to control their children as is often maintained, but because they have the duty to assist their child to develop in such a way that s/he becomes a morally competent agent. 相似文献