共查询到20条相似文献，搜索用时 125 毫秒
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谢仲文 《广西大学梧州分校学报》2010,(1):105-108
“社会稳定看高校,高校稳定看后勤,后勤稳定看食堂。”高校食堂历来是高校后勤工作的重点、难点和焦点。把党的先进思想文化融入高校食堂管理,使食堂稳定发展和学生健康成长,既有利于高校食堂的管理和学生思想政治工作水平和质量的提高,又有利于推动和谐校园建设和社会的稳定。该文围绕把党的先进思想文化融入高校食堂管理问题．对高校党建与和谐校园建设进行了探讨,并对实践经验进行了总结。 相似文献
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"社会稳定看高校,高校稳定看后勤,后勤稳定看食堂."高校食堂历来是高校后勤工作的重点、难点和焦点.把党的先进思想文化融入高校食堂管理,使食堂稳定发展和学生健康成长,既有利于高校食堂的管理和学生思想政治工作水平和质量的提高,又有利于推动和谐校园建设和社会的稳定.该文围绕把党的先进思想文化融入高校食堂管理问题,对高校党建与和谐校园建设进行了探讨,并对实践经验进行了总结. 相似文献
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构建高校安全文化教育体系 促进和谐校园建设 总被引：3，自引：0，他引：3
朱光钛 《山西大学师范学院学报》2009,(4):130-135
安全是高校的重要工作。建设高校安全文化,认识安全与和谐对高校的重要性,使得高校安全文化建设能促进和谐校园建设并丰富和谐校园的内涵;高校和谐校园建设需要安全文化的支撑,安全文化教育的缺失影响和谐校园建设的成效。因此,完善高校安全文化教育的内容,明确高校安全文化教育的组织与制度措施,对构建高校安全文化教育体系,促进和谐校园建设具有重大的现实意义和深远的指导意义。 相似文献
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曾祥龙 《广东技术师范学院学报》2011,(5):118-119
高校食堂无论是在计划经济时代,还是在社会化改革之后,都是学校贯彻落实"以德为行,以学为上"治校精神,培养学生,保证校园稳定,推动各项工作正常进行的物质保障。高校食堂社会化只有面对现实,迎难而上,采取切实有效的改革措施,才能使高校食堂为高校教学改革注入活力。 相似文献
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钟顺清 《衡阳师范学院学报》2012,(6):121-124
高校校园媒体以其独特的服务对象,形式多样传播方式成为高校传播先进思想和文化,弘扬社会主义主旋律,帮助学生树立正确价值观、人生观与世界观,更是营造良好舆论氛围和育人环境.随着新媒体的普及,深入挖掘校园媒体的功能潜力,充分利用校园媒体开展环境宣传教育、主题教育以及提升绿色校园文化.延伸课堂环境教育,对提高大学生环境素养和建设绿色校园具有重要的意义. 相似文献
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饮食安全问题是影响高校安全稳定的重要因素,是构建和谐校园的基本前提,是维系学校发展稳定的重要条件。饮食安全直接关系到师生的健康和生命安全,通过加强校园环境的治理,特别是饮食安全的治理,从而营造良好的校园环境,减少安全事故发生的可能性,维护校园的安全稳定。正确认识当前我国高校饮食卫生安全管理中存在的各种问题,制定切实可行的改进措施和对策,对确保食堂饮食卫生安全和师生身体健康,维护校园秩序的稳定具有重要意义。随着高等教育规模的扩大,在校师生人数迅速增长,高校饮食安全问题便更加凸显。关于校园饮食安全的研究也引起有关人员的注意,武新胜(2007)从构建和谐校园的角度分析加强高校饮食安全管理的重大意义,通过饮食安全管理打造 相似文献
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高校开展校园企业文化教育工作对于学生的健康全面成长和学校教育实效性的提高等均具有重要作用。本文从高校企业文化教育体系化建设研究入手,探索如何有效推进高校校园企业文化教育工作实效性与针对性的提高。 相似文献
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随着人们生活水平的不断提高,高校学生就餐需求越来越高。为了丰富高校食堂伙食,满足学生饮食多样化、个性化、丰富化的需要,高校食堂有必要因地制宜,因校而别,探究培育特色饮食,创建特色食堂,提升办伙水平。本文吸收近年来高校兴办风味食堂的经验,结合我校创建特色食堂的实践,对这一课题进行初探。 相似文献
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在学生思想观念的教育上，高校校园媒体新闻传播和思想政治教育是两个最为关键的教育阵地。文章从高校校园媒体传播模式及特征、高校思想政治教育和校园媒体新闻传播之间的关系、高校校园媒体新闻传播对思想政治教育的正面影响、高校校园媒体新闻传播发挥思想政治教育积极影响遇到的问题、高校校园媒体传播下思想政治教育的发展方向几方面，对高校运用校园媒体新闻传播强化思想政治教育进行探讨。 相似文献
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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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