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1.
青少年是民族的未来,国家的希望,我们要重视青少年的成长.当前是一个新媒体时代,网络改变了人们的生活方式,给生活和学习带来了便利.但网络也是一把"双刃剑",网络也会给青少年的成长、成才带来一些不良影响.教育工作者要认真研究网络文化现象,把握青少年所处的网络环境,针对学生实际,做好青少年的思想教育工作,引导他们健康成长. 相似文献
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随着信息社会的到来,网络的逐步普及,网络已进入了普通家庭,对青少年的影响也逐步增强,虽给青少年的学习、生活诸方面带来了积极影响,但其消极影响也不容忽视,甚而给青少年的身心带来了恶劣的影响,影响了他们正常的成长成才。因此对于网络文化对于青少年的负面影响必须加以重视。 相似文献
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赵爱丽 《沙洋师范高等专科学校学报》2008,9(6):11-13
网络社会作为一种隐性文化在给人类尤其是青少年的生产生活、学习方式带来根本性变化的同时,其内在的痼疾也为规范青少年网络道德品性、型塑网络道德体系带来了严峻的挑战。认识网络时代与现实社会的际遇,了解网络社会对青少年发展的影响,明确网络社会对青少年成长的挑战,拓宽青少年网络道德建设的途径,是当务之急,势在必行。 相似文献
4.
青少年学生网络成瘾的心理学研究 总被引：2，自引：0，他引：2
陶龙泽 《淮南职业技术学院学报》2006,6(4):91-93
网络的迅速发展给人们带来便利的同时,也带来了一系列的网络问题,网络成瘾就是其中之一。通过对青少年网络成瘾的原因进行分析,并从网络管理、心理咨询、生理治疗等方面提出一些防治措施,以期望青少年学生在网络时代能健康的成长。 相似文献
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一、网络时代对学校德育工作的影响 网络文化的异质性容易对青少年学生的成长产生负面影响。网络文化在带来先进的科学技术和思想观念的同时,也不可避免带来了与社会文明进步相悖的异质文化。这些文化垃圾给青少年学生带来的冲击是不容忽视的。面对那些鱼龙混杂的网络文化信息,如果不能及时加以正确引导,就很难保证学生人生观、价值观不发生扭曲。这就给学校德育工作提出了新的挑战。 相似文献
6.
对青少年网络成瘾的人文探讨 总被引：7，自引：0，他引：7
网络成瘾是网络技术发展和个人电脑普及过程中人们对网络产生的一种依赖心理。它给青少年的成长带来了无可回避的人文困惑,因此对青少年网络成瘾进行理性追因不可忽视。为了避免人文失范,对其进行人文关怀更是迫切需要。 相似文献
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随着因特网深入社会各个领域，网络道德问题凸现，尤其是青少年的网络道德问题更戍为广大教育工作者的关注热点。本文分析了网络给青少年成长带来的负面影响及其产生原因，并从网络道德的三大特点出发，阐述了提升学生网络道德的方法和途径。 相似文献
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网络对信息时代的人类产生了巨大的影响．广大青少年成为上网的主力军，网络在给青少年带来诸多好处的同时，也成为青少年违法行为的主要诱因之一。必须运用高科技控制、积极立法、严格执法、加强教育等各种手段来尽可能降低网络对青少年的负面效应．才能使青少年取网络之精华．去网络之糟粕．发挥网络的最大效用．使网络真正成为青少年学习、生活、成长的良师益友。 相似文献
10.
丰富的网络资源给青少年提供了广阔的求知空闻,但同时由于网络的开放性、虚拟性等特点,大量的"网络垃圾文化"充斥其中,对青少年的成长带来某些负面影响,甚至会诱发其犯罪.为此,应采取积极对策,通过多种手段,净化网络空间,使广大青少年在网络环境中健康成长. 相似文献
11.
随着互联网的普及,网络歌曲迅速蹿红并受到大众的喜爱。作为网络歌曲的主要受众,青少年不可避免地受其影响。网络音乐时代,开展青少年思想道德教育工作应该针对网络歌曲流俗化的特点,努力消除其对青少年世界观、人生观和价值观的不良冲击;同时,利用优秀作品对青少年进行德育。 相似文献
12.
OU YANG-JiaLing QIAN Jian-Ping 《中国建设教育》2008,(10)
随着互联网的兴起与发展,人们的思想观念发生了重大的变化。以互联网等新媒体为载体,带有海量、快捷、及时、互动等特色的网络文化,已开始渗透到大学校园生活的各个领域,极大地影响着大学校园文化的理念。大学校园网络文化作为一种新型的校园文化,有其优势,但也不可避免地会对青少年产生一些负面影响。因此,高校必须重视大学校园网络文化的建设。 相似文献
13.
This article investigates the impact of a changing higher education system on young adults' priorities and motivations. A considerable number of studies have explored the impact of recent changes on patterns of participation within higher education. However, there has been less emphasis on how such changes have been played out in the experiences of graduates and, more specifically, in the interface between higher education and lifelong learning. To redress this gap, this article explores the changes to graduates' experiences brought about by the ‘massification’ of the higher education system. Research conducted amongst young people in Australia has suggested that as result of the normalisation of post‐compulsory education and the encouragement of high aspirations, young people have come to assume a one‐to‐one relationship between being qualified and having a lasting professional career. It has been argued that as a result of these assumptions, young adults are often disappointed when they do eventually enter the labour market, and experience uncertainties previously associated with the end of compulsory schooling. If young adults do indeed feel misled about the rewards of a higher education, it is possible that this may have a significant bearing on their perceptions of the value of engaging in further education and training in the future. Drawing on 90 life history interviews with graduates in their mid‐twenties, this article explores the prevalence of such attitudes in the UK and their impact on young adults' attitudes to lifelong learning. 相似文献
14.
Ann Morgan Donna Pendergast Raymond Brown Deborah Heck 《International Journal of Inclusive Education》2013,17(10):1037-1051
Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored. 相似文献
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Elena Makarova Dina Birman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):305-330
Background: The achievement gap between immigrant and non-immigrant students that has been identified in most OECD countries and the considerable educational dropout rate among students from ethnic minority backgrounds in some countries have become serious challenges for national educational systems. The educational underachievement of young people from ethnic minority backgrounds is embedded in the process of their acculturation. In the tradition of cross-cultural psychology, acculturation describes individual or ethno-cultural group changes in behaviour and attitudes in the situation of intercultural contact. Such cultural changes are central to the experience of ethnic minority students including newly arriving immigrants, children of immigrants and members of marginalised ethnic and racial groups. Acculturation has been described as a stressful process, and acculturation orientations adopted by young people from ethnic minority backgrounds have been shown to have an impact on their adjustment.Purpose: The school context has been recognised to be the crucial context for acculturation of young people from ethnic minority backgrounds. The academic achievement of these students is thus embedded in the acculturation process, which involves cultural identity development, psychological adjustment and behavioural adjustment. The study is aimed at analysing and systematising the findings of empirical research on acculturation in the school context with a focus on the academic achievement of young people from minority backgrounds.Design and methods: For this study, 29 peer-reviewed articles from a total of 348 articles that matched the search criteria in the database of the Education Resources Information Centre were selected according to inclusion criteria. The selected articles addressed academic achievement of young people from minority backgrounds in relation to at least one of the issues of acculturation such as cultural identity, psychological adjustment and behavioural adjustment. The articles were analysed by applying the method of qualitative content analysis, using MAXQDA software. The findings presented in the selected articles were analysed and integrated according to a deductively developed and inductively enriched category system.Conclusions: Overall, the results of our analysis offer insight into issues of acculturation in relation to academic achievement. Moreover, our findings reveal the complexity of the relationship between cultural transition and school adjustment for young people. As shown in our review, although a bi-cultural orientation was predominantly positively related to school adjustment of minority students, some studies also identified assimilative attitudes as advantageous for students’ academic achievement as well as for their psychological and behavioural adjustment. Moreover, our study has also shown that young people’s acculturative attitudes may have a different impact on their school adjustment relative to acculturative behaviours. 相似文献
17.
This study employs a socio-ecological perspective to explore the impact of the community, school environment and personal circumstances of young people living in the squatter district of Sultanbeyli in Istanbul, Turkey, who have been excluded from school and who are working in very difficult conditions. The views explored in this paper are derived from semi-structured interviews that covered the reasons for their exclusion. The findings show that the elimination of poverty and the provision of universal education are linked and that one cannot be achieved without the other. The impact of poverty on the processes of school exclusion requires greater recognition, because it helps to perpetuate an intergenerational cycle of social and educational disadvantage. In the case of these young people from Sultanbeyli, the school system has failed to contribute to their inclusion; instead, it has further increased their marginal, disadvantaged position by unintentionally pushing them into the worst forms of child labour and criminality. 相似文献
18.
网络是一把双刃剑,它既激活了青少年,又困扰着青少年。本文拟从从辩证的角度分析了网络的开放性、平等性给青少年学习方式、交往方式等方面带来的积极影响,也分析了网络的隐蔽性、虚拟性等给青少年带来的许多负面影响。网络是虚拟的,但也是现实的,所以我们不能因为网络的负面作用而拒绝网络。 相似文献
19.
高校社科学报现状与创新发展 总被引：1，自引：0，他引：1
胡敏中 《北京师范大学学报(社会科学版)》2009,(6)
近10多年来,高校社科学报的数量规模不断扩大,办刊质量和特色有了不同程度的提高;对编排规范进行了不断的探索;编辑部的建制在不断完善,编辑队伍正在朝专业化、学者化和年轻化迈进。但高校社科学报也存在不少问题,集中表现在两方面:一是社科学报规模庞大,大而全小而全严重;二是特色不够突出。创新高校社科学报,一定要把竞争机制引入社科学报,社科学报内部应有淘汰、合并与重组机制,走精刊、优刊和名刊的发展道路,办出社科学报的综合特色、学科特色、专业特色、地方特色、应用特色、历史传统特色。在此基础上,社科学报应走专业化、联合化和国际化的发展道路。 相似文献
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论网络小说对大学生思想道德素质的影响及对策 总被引：1，自引：0，他引：1
吴鸣 《四川教育学院学报》2008,24(6):33-35
随着网络技术的迅猛发展,大大拓宽了文化空间的开放性,网络小说发表的数量呈上升趋势,必然对青年学生的思想观念、价值取向、思维方式、行为模式、个性心理等都产生十分广泛和深刻的影响。结合文艺伦理学说的相关观点,分析网络小说所蕴涵的道德因素,着重探讨网络小说对青年学生的影响及对策。 相似文献