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当前社会诚信水平已降至警戒线,诚信危机成为影响社会良性运行的重要隐患。对于如此广泛的社会失信行为,必须探究其深层原因,重构社会诚信体系。作者认为构建社会诚信体系需完善诚信建设内容,丰富诚信宣传教育形式,加强诚信建设组织领导。 相似文献
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江山 《贵州教育学院学报》2009,25(5):43-45
区域社会诚信能够优化社会环境,是欠发达地区低成本取得区域竞争力的捷径。而政府诚信的建立是整个社会信用体系建立的基石和重心。以贵州为例,分析政府诚信缺失原因,并探讨政府诚信建设的思路和对策。 相似文献
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马梦砚 《伊犁师范学院学报》2006,(4):131-133,140
政府是社会的重要管理机关,是社会经济、社会发展和社会事务的主导者。建设诚信社会,首先必须建设好诚信政府,因为,政府诚信是社会诚信体系的核心,对社会诚信起着示范、引导等重要作用。政府诚信降损,是造成社会诚信缺失的一个重要表现,政府行为不当是社会整体尤其是企业信用失范的深层次原因。要改善一个城市、一个地区乃至一个国家的诚信环境,政府诚信建设应走在前列。 相似文献
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郑菊琴 《金华职业技术学院学报》2005,5(3):66-70
文章分析社会诚信的基本内涵和特点，论述加强社会诚信建设的必要性，进而分析导致目前社会诚信危机的主要原因，在此基础上，提出加强社会诚信建设的对策。 相似文献
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我国社会发展已进入转型期、关键期,重建企业诚信是文明社会发展的必然要求;自觉承担社会责任,是企业自身利益的要求,也是构建社会和谐的必然要求。文章阐释了诚信,并从多角度对当前不诚信现象原因进行了探讨,提出了重塑企业诚信和自觉承担社会责任对策和建议。 相似文献
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李晓峰 《成都航空职业技术学院学报》2013,29(3):21-23
通过对诚信的社会功能的分析,指出诚信是社会之本、生产经营之道、为政治国之要。对诚信的社会功能,在传统社会与现代社会中发挥的不同机制及原因,作进一步分析后,得出结论：承诺的制度化和人格的信用化,是现代社会里诚信的社会功能得以正常发挥的根本保证。 相似文献
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从诚信、诚信危机说开去 总被引：1，自引：0，他引：1
诚信是中国传统道德的基本内容。在现代社会，诚信更是现代明的重要基础和主要标志。然而种种迹象表明，在当今社会，诚信一再遭受冲击，诚信危机离我们越来越近。造成这种状况的原因是相当复杂的，既有历史上的原因，也有现实社会制度体制、外界环境上的原因。战胜诚信危机需要从这些原因入手，需要个人、家庭、学校、社会等各方面共同努力。 相似文献
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P. Cretchley 《Education and Information Technologies》2007,12(1):29-39
Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for
their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication
technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’
computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific
packages for learning in some disciplines. As the educational use of information and communication technologies increases
dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication,
is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience.
Computer confidence may mediate in how well students perform in learning environments that require interaction with computers.
This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and
engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional
software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different
dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring
use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence
levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are
discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer
confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer
confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy
scales appropriate for use alongside the computer confidence scale. 相似文献
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Three experiments investigated whether the hypercorrection effect – the finding that errors committed with high confidence are easier, rather than more difficult, to correct than are errors committed with low confidence – occurs in grade school children as it does in young adults. All three experiments showed that Grade 3–6 children hypercorrected high confidence errors and the children also claimed that they ‘knew those answers all along.’ Experiment 2 included two second-guess tasks following error commission, one in which the children attempted to choose the correct answer from six options and the other in which they tried to generate a correct second response. Neither provided evidence that children actually knew high confidence corrections all along. Experiment 3, however, showed that the children had some preferential partial knowledge insofar as they needed fewer hints to guess the correct answers to high confidence than to low confidence errors. 相似文献
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Colette Murphy Peter Neil Jim Beggs 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):415-430
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively. Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools. Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives. Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004. Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science. Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not. 相似文献
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我们根据对于中西哲学各自的特质是否有清楚的认识和对于中国哲学之适应现代生活是否有自信心而将中西哲学的对话划分为四种范式 :无清楚认识而自信、无清楚认识而不自信、有清楚认识而自信和有清楚认识而不自信。在中西哲学的对话历史上 ,第二种对话范式曾长期居于支配地位 ,而近年来第三种范式的兴起则有着特别重要的意义 ,它使得中国传统哲学有可能以某种方式获得重建 ,并与第四种对话范式构成有利于真正形成一种适应于现代社会生活的现代中国哲学的张力关系。而这两种具有张力的对话范式之间的互动关系 ,将会长期存在下去 相似文献
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指出了支持--可信度框架理论存在的不足:有些规则即使支持度、可信度都很高,但仍然没有实际意义;关联规则X Y本身没有给用户提供X对Y是起积极作用还是起抑制作用等信息.引入关联规则的相关度及相关规则概念来克服这种不足,同时指出,相关规则不仅给用户提供了更多信息,而且避免了一些无意义规则的产生. 相似文献
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《International Journal of Educational Development》1999,19(2):147-156
This study investigates the levels of confidence of several categories of educators in some selected teaching skills. The educator categories comprise of primary school teachers, tutors at the Primary Colleges of Education, education officers and unqualified teachers in the colleges' catchment areas. The results are based on a questionnaire survey involving 504 educators. The educators are seen to influence to some extent the outcomes of the preservice training of teachers at the Primary Colleges in Botswana. The findings firstly suggest that about one-third of the respondents are not at all satisfied with teaching. The majority of education officers and principals of schools are the ones satisfied with their jobs. These differences among educator categories are statistically significant. Secondly, the analysis by location, rank and experience of the educators shows several trends. The analysis by location shows that educators in the urban setting are more confident in the selected skills than those from the rural areas. However, these differences are constant but not significant. The results by rank suggest the education officer respondents as being the most confident group. The college tutors and primary school teachers are more confident than the last category of unqualified teachers. The Pearson chi-square values for the analysis by rank suggest that these differences are significant. The results consistently show that longer experience in years does not lead to higher levels of confidence. The findings are also consistent in showing that there is a drop in levels of confidence with experience of twenty-six years and more. The paper discusses the implications of these results for professional skills training within the primary college catchment areas. 相似文献
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It is generally accepted that engineering requires a strong aptitude for mathematics and science; therefore, students’ judgments regarding their competence in these areas as well as engineering likely influence their confidence in engineering. Little is known about how self-confidence in science, mathematics, and engineering courses (STEM confidence) varies at the intersection of race/ethnicity and gender. To fill this gap, this study examined the STEM confidence of multiple groups in undergraduate engineering programs. Results indicated that although some underrepresented groups may have lower STEM confidence overall, this finding no longer applies to all groups after controlling for personal, environmental, and behavioral factors. Specifically, African-American and Hispanic men report higher average STEM confidence than White men after controlling for these associated measures. In addition, White women continue to report lower average STEM confidence than White men after controlling for these measures, while other groups do not differ from White men. Further, many elements of student perception, including student views of professors, comparisons to peers, perceptions of the field as rewarding, and desirability of chosen major are positively associated with student STEM confidence. The changing patterns of significance for race/ethnicity and gender groups between the two models indicate that personal, environmental, and behavioral factors have different relationships with STEM confidence levels for different groups. This study contributes an understanding that gender differences in STEM confidence are not indifferent to racial and ethnic context. Social-cognitive theory provides a valuable framework for studying student academic confidence and would improve future self-confidence research. 相似文献
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As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves. 相似文献
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《师资教育杂志》2012,38(2):93-94
An important social concern in mathematics education is that the educational attainment of pupils may be influenced by teachers' competence in the curricular area they are teaching. This paper provides some insight into the relationship between student primary teachers' mathematics subject knowledge and their reported confidence to teach that subject. Eighty Bachelor of Education first year students completed an attitudes survey as well as an online mathematics competence test which consisted of 28 randomly generated questions from a bank of approximately 300 questions based on the attainment targets of the Scottish curriculum 5–14 document at level F with some E. Students were asked to rank teacher attributes. Though 98% of the students ranked basic numeracy skills as the most important, 65% of the cohort did not possess these skills. Moreover 95% suggested confidence was important, but confidence levels were found to be low even among students with higher than minimum entry requirements to the undergraduate primary teaching programme. It is perhaps not the level of mathematics that needs to be changed but the nature of mathematics taught and learned at that level that needs to be addressed. This in turn has implications for the approaches and the programmes deployed by Initial Teacher Education courses. 相似文献
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白桂丽 《忻州师范学院学报》2006,22(3):71-72,85
针对我校公共英语教学中学生基础差的普遍问题,作者结合一线授课的体会,从四个方面入手来促进学生学好大学英语:明确目标,树立学好英语课的信心;学好语音;学习词汇;学习语法和课文。 相似文献