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高校辅导员是开展大学生思想政治教育的骨干力量,是学生日常思想政治教育和管理工作的组织者、实施者和指导者。高校辅导员的心理健康状况直接影响着大学生思想政治教育的成效。本文在客观陈述高校辅导员队伍工作现状及心理健康状况的基础上,提出维护高校辅导员心理健康的路径。 相似文献
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高校辅导员是学生思想政治工作的组织者和指导者，是学生管理工作的实施者。辅导员工作将直接关系到学生思想和管理工作的成败。因此，研究高校辅导员现状及其存在弊端，着力高校辅导员队伍建设专业化、职业化的构想和实践，对当前辅导员队伍建设具有重要的意义。 相似文献
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高校辅导员是大学生最接近的群体,是大学生健康成长的指导者和引路人。高校辅导员与学生之间的沟通,是高校开展思想政治教育工作的重要方法,良好的沟通方式和效果是达到预期教育目的的基本保障。本文针对高校辅导员与学生沟通的重要性、原则及技巧进行了分析。 相似文献
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信息化和价值多元化给高校思想政治教育工作带来了挑战. 辅导员作为开展大学生思想政治教育的骨干力量,是高校学生思想政治教育工作和管理工作的组织者、实施者和指导者,是学生的人生导师和健康成长的知心朋友,所以辅导员是否能借助互联网,因势利导,做好青年学生思想政治教育工作,对高校青年学生的身心健康发展具有深远的影响. 相似文献
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辅导员工作是高校思想政治工作的重要组成部分。是贯彻党的教育方针、对大学生进行思想政治教育、培养大学生具有较高思想政治觉悟的直接实践者,是学生最直接的教育者、管理者,是学生的良师益友,是班风建设和学风建设的设计者、组织者,是学生成长的指导者和辅导者。辅导员作为大学教师队伍中的一个特殊群体,处于学校与学生联系的第一线．和学生保持着比较固定的直接联系。 相似文献
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思想政治辅导员是高校教育管理工作过程中非常重要的组成部分,是高校学生开展思想政治教育的实施者和指导者,在平时的工作、学习、思想方面负有指导学生,关心学生的职责,是大学生健康成才成长的指路人。辅导员也是具有中国特 相似文献
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高校政治辅导员,是联系学校与学生之间关系的重要桥梁和纽带,是学生日常思想政治教育以及学习、生活与行为规范的组织者、实施者和指导者。辅导员的工作水平,在很大程度上影响学校 相似文献
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高校辅导员工作的四个重心 总被引：1，自引：0，他引：1
《普通高等学校辅导员队伍建设规定》明确了高校辅导员的角色,但在实际工作中,高校辅导员仍存在角色定位不准、工作热情不高和工作思路不清等问题。高校辅导员应当正确理解和把握自己的角色定位,担当起学生思想政治的教育者、教育管理的组织者、学生事务的管理者、学习生活的指导者和健康成长的服务者等角色,确立"以学生为本"的工作理念,切实有效地做好学生的教育、管理、指导、服务工作,为高校的人才培养作出应有的贡献。 相似文献
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Changes in the public service sector during the last stages of the twentieth century contributed to an international reconfiguration of state-centric governance. Supported by the discourses of individualism, marketization, national governance, and competition, this (re)shaping of governance presents a specific dilemma for the political identity of educational leaders. In response to the troubling lack of international scholarship focused on the political role of educational leaders, this article provides insight into the ways in which the political identity of school leaders within the USA is influenced by dominant discourses. The understandings highlight the ways in which educational leaders are expected to realize their roles as resolute implementers of state policy, while also being directed to act as deliberative advocates within the jurisdiction of educational policy making. We believe that these competing discourses have altered the identity of educational leaders into what we have labeled as the implicated advocate. The purpose of this article is to provide the field of the politics of educational with a concept that may expose the double bind that is experienced by the educational leaders. 相似文献
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Power,agency and middle leadership in English primary schools 总被引：1，自引：0，他引：1
English primary schools are considered quasi‐collegial institutions within which staff communicate regularly and openly. The activities of staff, however, are bound by institutional norms and conditions and by societal expectations. Wider agendas of governmental control over the curriculum and external controls to ensure accountability and learning standards have influenced the development and purposes of middle leaders’ roles. This is a conceptual paper that explores issues around the agency of primary school middle leaders within a wider context of the political and educational agenda. Through a reconsideration of research conducted by one of the authors since the inception of the notion of ‘subject leaders’, we exemplify ways in which primary school middle leaders’ attitudes have developed and changed over the past 15 years. In this paper we identify attitudes to leadership, the influence of distributed leadership on primary school role‐holders and possible ways forward for middle leaders. 相似文献
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刘德林 《山西广播电视大学学报》2013,(3):30-33
大学生是时代主力军,大学生的思想政治教育成效不仅关系到大学生自身的成长,也关乎到整个国家和民族的发展;因此党和国家领导人历来高度重视大学生的思想政治教育;当前大学生思想政治教育受到社会各种风气的影响,整体水平出现滑坡趋势;提高大学生思想政治教育实效性,离不开劳动教育。 相似文献
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The information sources from which opinion leaders and nonleaders hear about political candidates in a race for the United States Senate were examined in this study. The age and sex of political opinion leaders were examined, and data were gathered to determine if political opinion leaders are more likely to develop candidate preferences than nonleaders. Results demonstrated that opinion leaders hear about candidates from all media as well as interpersonal communication. No significant age differences were found between leaders and nonleaders. Males, however, were significantly more likely to be political opinion leaders than females. The incidence of political opinion leadership was also found to be higher among registered voters who state their preference for a political candidate. 相似文献
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Curtis Brewer 《Peabody Journal of Education》2013,88(4):450-463
William Boyd's contributions to the education field's understanding of the political nature of school leadership are formidable. In this article, I describe the growth and development, over a roughly 30-year time span, of his key insight that successful school leaders should have the capabilities of a political strategist and that the actualization of this capacity is related to school leaders’ political and policy context. The perennial question of “who governs education” was central to Boyd's work and his various answers are important touchstones for today's educational leaders. 相似文献
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领导干部讲正气是思想政治工作的优势所在。领导干部要做到以身作则；密切联系群众，全心全意为人民服务；做批评与自我批评。领导干部讲正气了，没有做不好的思想政治工作。 相似文献
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对于很多教而优则仕出身的校长,他们不仅书教得好,而且有着先进的教育理念。这些社会精英大多是怀揣远大的教育理想上任的,他们理应成为引领一方教育的教育家。然而校长作为一名有行政级别的政府官员,不得不花费很多精力在官场上运作,参加各种活动,焦虑社会的认同和政府的评价。校长成为专职的官员,离教育家越来越远,校长与教育家就像一副跷跷板,你高我低,你弱我强。 相似文献
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当前研究干部道德建设,必须把干部道德建设的主体──干部,放到使其成为干部的环境和条件──公共权力的运作中去,从干部道德建设的政治文化理念、民主政治和政治体制改革等政治文化的层面进行思考。既要借鉴参考中国传统德治政治文化的经验,更要根据社会主义政治的本质要求,实现传统德治政治文化的现代转型,为新时期干部道德建设构筑政治文化基础。 相似文献
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李春要 《内蒙古大学学报(人文社会科学版)》2001,33(2):66-71
实施西部大开发关键在领导，因此提出并探讨西部领导力的开发就有着十分重要的理论价值和现实意义。所谓领导力，就是领导素质、能力及其影响力等各方面的总和。它既包括领导自身的素质和能力，也包括被领导的素质和能力；既包括领导对被领导施加的影响力和引导力，也包括被领导对领导的回应性和认同性。西部开发中不仅要重视自然资源、经济资源的开发，而且更要重视政治资源、尤其是政治资源的核心领导力资源的开发。 相似文献
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《International Journal of Educational Research》1998,29(4):359-370
As political and economic forces continue to impact on the delivery of education in New Zealand there is a continual blurring of the boundaries between schools and communities. The bridging role of school leaders between educational imperatives, market forces, political hegemony, and managerial complexity has become threefold — that of statesperson, connoisseur and entrepreneur. In addition, their professional dilemmas have increased. The reforms have strengthened the necessity for schools to portray a positive impression which has led to increased feelings of isolation along with a loss of confidence for many school leaders. In this context, along with the greater workload and responsibility for new tasks, many school leaders became reactionary and focused on management roles, or fled the field. When school leaders are assisted to get beneath the façade of their professional practice, they can be led to increased critical perspectives about education generally and towards transformational leadership practices in their schools. 相似文献