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当前大学生的思想主流:积极、健康、向上--京、津、沪、鄂等八省市74所高校调查综述 总被引：13，自引：0，他引：13
教育部社政司 《思想理论教育导刊》2001,(6):4-7
由教育部社政司组织的高校学生思想政治状况滚动调查工作到今年已经持续了10年。今年的调查工作继续在京、津、沪、鄂、粤、陕、苏、赣等八省市进行。本次调查采取问卷调查与座谈、访谈相结合的方式 ,于3～4月在74所高校中进行。共发放问卷14500份 ,回收有效问卷14316份 ,有效回收率为99%。在有效问卷中 ,本科生12517名 ,占88% ;研究生1350名 ,占9% ;专科生430名 ,占3%。其中 ,党员学生2748名 ,占19%。参与座谈、访谈的学生2200余名。本刊特发表这次调查获得的有关情况 ,供高校“两课”教师教学参考。 相似文献
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高校学生思想呈现出积极健康向上的良好态势 总被引：3，自引：0，他引：3
佘正文 《思想理论教育导刊》2003,(6):4-5
一 教育部今年在部分省市高校开展的一项调查显示,当前大学生的思想主流继续呈现出积极、健康、向上的良好态势。 这次调查采取问卷调查与座谈、访谈相结合的方式在京、津、沪、鄂、粤、陕、苏、赣八省市74所高校进行。共发放调查问卷15 100份,回收有效问卷14 468份,有效回收率为95.8%。参加座谈、访谈的学生2 900余名。 调查表明,大学生高度关注和积极评价党的十六大和两会的胜利召开,拥护三个代表重要思想,对全面建设小康社会的奋斗目标感到欢欣鼓舞,对以胡锦涛同志为总书记的新的中央领导集体充分信任;关注国际国内经济政治形势,对党和政… 相似文献
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2004年高校大学生思想主流继续呈良好态势 总被引：1，自引：0，他引：1
佘正文 《思想理论教育导刊》2004,(6):4-5
今年教育部在部分省市的调查表明,当前大学生的思想主流继续呈现出积极、健康、向上的良好态势。本次调查工作在京、津、沪、鄂、粤、陕、苏、赣等省市75所高校中进行。调查采取问卷调查与座谈、访谈相结合的方式,共发放调查问卷15 090份,有效回收率为98%。参加座谈、访谈的学生3 200余名。调查表明,大学生拥护中国共产党的领导和“三个代表”重要思想,高度认同以人为本和全面协调可持续的科学发展观;对以胡锦涛同志为总书记的中央领导集体非常信任,对党和政府一年来领导人民进行改革和建设取得的成绩高度肯定;关注国际国内经济政治形势,对… 相似文献
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江西省委教育工委宣传部 《江西教育》2008,(19)
2008年3～4月,根据教育部高校师生思想政治状况滚动调查工作的统一部署,中共江西省委教育工委、省教育厅成立了江西省高校学生思想政治状况滚动调查课题组,在南昌大学、江西师范大学、江西农业大学、江西财经大学和南昌航空大学等五所高校开展了大学生思想政治状况调查.调查以问卷为主,辅以座谈访谈,发放问卷11OO份,收回1100份,有效问卷1060份,有效率为96.36%;召开座谈会11场,走访学生239人,全面了解了我省大学生思想政治状况. 相似文献
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任国华 《思想理论教育(上半月综合版)》1996,(8)
今年三、四月,上海市教卫党委在复旦大学、上海交通大学、同济大学、华东师范大学、华东理工大学,上海外国语大学、中国纺织大学、上海财经大学、上海大学、上海师范大学等十所高校对学生的思想政治状况进行了问卷调查和座谈。本次调查共发放问卷3000份,回收2552份,回收率为85.1％,其中有效卷为2459份,占回收卷的96.4％。参加问卷调查和座谈的学生中,本科生2219人,占90.2％,研究生240人,占9.8％,学生党员254人,占10.3％。 相似文献
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上海大学生就业取向调查及对策研究 总被引：1，自引：0，他引：1
为深入分析本市高校大学生的就业心态及其影响因素,并据此为有针对性地开展大学生职业生涯指导和有效开展高校毕业生就业工作提供参考依据,上海市高校毕业生就业指导中心和上海市教科院高教所于2004年10月联合组成“上海市高校毕业生就业状况调查”课题组,对高校大学生就业取向、高校毕业生就业状况及高校就业指导机构状况进行了调查研究。本次调查以抽样法向本市16所高校在校生(包括专科生、本科生、研究生)、200多家用人单位近年历届高校毕业生发放调查问卷14000份(回收有效问卷10898份,回收率为78%);向本市各高校就业指导机构发放调查问卷40余份(回收率为100%)。通过调查问卷统计(SPSS11.5统计软件),并辅之以相关对象的座谈、访谈及相关资料收集整理分析等工作,形成本研究报告。 相似文献
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本研究在文献分析的基础上,采用自编个人基本情况调查问卷,主观幸福感量表,中式工作倦怠问卷(CMBI),工作投入量表(UWES),社会支持评定量表(SSRS)和情绪智力量表(WLEIS),从河南省五所地方本科高校整群抽取650名教师进行调查。获得有效问卷561份,占86.3%。使用SPSS15.0和AMOS7.0软件进行数据处理和统计分析,选取几名不同年龄、专业、学历、职称的教师进行个案访谈,弥 相似文献
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2007年9月份,笔者在湖南长沙市内部分高职院校在读女生中做了一次问卷调查.本次调查共发放问卷1000份,回收965份,有效回收率96.5%.调查对象涵盖了文科、工科和艺术类各个年级的学生,其中工科女生占35%,文科、艺术类女生占65%.采用无记名式答卷方式,在发放调查问卷的基础上,笔者还对5名工科女生和10名文科、艺术类女生做了较深入的访谈,以便了解更详细的情况. 相似文献
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周立群 《齐齐哈尔师范高等专科学校学报》2000,19(3):21-24
本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。 相似文献
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《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。 相似文献
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徐从权 《安庆师范学院学报(社会科学版)》2018,37(5):36-43
上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。 相似文献
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竺洪波 《南京师范大学文学院学报》2005,(1):150-156
通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。 相似文献
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Jamel K. Donnor 《Peabody Journal of Education》2018,93(1):23-37
In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion. 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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James L. Tramill Janis K. Tramill Roscoe Thornthwaite Frances Anderson 《Psychology in the schools》1981,18(2):149-153
Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT. 相似文献
18.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
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Maren Elfert 《European Journal of Education》2015,50(1):88-100
Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education. 相似文献
20.
借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。 相似文献