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1.
终身德育理念是指奠基于终身教育思想,倡导德育必须贯穿于个体生命始终,不断完善个体主体性道德人格,促进个体品德发展和德性成长的一种价值追求和精神范型。终身德育理念的提出,不仅源自于当代社会道德发展与变革的外在推动,而且源自于人类不断认识自我、实现自我、完善自我和超越自我的内在需要,是人类为了自身品德发展和德性成长而做出的自觉选择。终身德育理念在德育实践中的有效实施,必须注意做好不同阶段德育的衔接工作,实现德育向生活世界的回归,建立全社会共同参与德育的制度环境,加强道德主体的道德反思能力培养。 相似文献
2.
黎清群 《湖南第一师范学报》2008,8(4):33-34
形成性评价作为英语新课程标准的一项重要内容,所蕴涵的“人本理念”体现在对学生个体差异的尊重、对建构学生主体性地位的关注和对学生个体价值的张扬等不同层面。高师英语教育专业评价应以形成性评价为参照,在评价理念、评价方法和评价模式上进行改革。 相似文献
3.
进入21世纪以来,随着世界多极化、经济全球化的发展与演变以及文化多元化、信息社会化的推进,国际理解教育转向于促进人与人之间的理解、交流与合作,日益成为我国素质教育的重要组成部分,同时也成为我国国家教育政策的重要内容,基于此,对国际理解教育内涵的准确把握显得非常重要,不仅影响到理论的研究,甚至往往会成为实践的障碍,本文笔者首先对国际理解教育的概念进行分析和界定。国际理解教育既是一种教育理念,更是一场教育实践运动（行动）,而从理念到行动,行动是关键,本文从政府、学校两个既相互联系又相互独立的主体层面对国际理解教育的实施进行阐述,真正让国际理解教育理念落实到行动,而不会成为一种没有意义、冷漠的教育口号。 相似文献
4.
大学理念表征的是不同主体对"大学是什么?""大学能做什么?""如何办大学?"等问题的看法和价值预设,大学理念的生成通常有四种方式:一是学者及其著作对大学的诉求与表达生成的大学理念;二是大学及其领导者对大学的预设与行动生成的大学理念;三是国家政府对大学的规划与指导生成的大学理念;四是世界组织对大学的影响与牵引生成的大学理念. 相似文献
5.
我们行动的依据来源于理念,现实在理念中生成,理念赋予现实以和谐的形式,理念高于现实。理念高于现实强调的是人的主体性,也就是强调作为心灵主体的能力。教育作为有灵魂的实践正在于教育实践主体内在理念的引领。理念高于行动,哲学思考的魅力, 相似文献
6.
个体理性走向集体行动理性即金融主体由诉求个体利益最大化向普惠人民、紧密联系实体经济转变,金融主体的治理结构、服务理念、服务政策与措施必须转向。本文基于新时代中国金融体系的行动特征,对金融主体走向集体行动理性的路径选择进行分析。 相似文献
7.
主体参与教学策略的分层分析 总被引：9，自引：0，他引：9
王升 《课程.教材.教法》2001,(3)
教学策略有上位与下位两个层次之分 ,上位教学策略就是一种教学策略理念 ,它可以包容一系列的具体教学策略。主体参与教学的策略理念是 :层次性发展需要是主体参与教学的内在机制 ,多元主体沟通是主体参与教学的外在机制 ,教学活动是主体参与教学的逻辑起点 ,师生关系彼此相依是主体参与教学的重要保证 ,行动自由是主体参与的最佳境界。在这些策略理念的基础上可以提出一些具体的教学策略 相似文献
8.
大学生参与式学习的基本策略研究 总被引：1，自引：0，他引：1
查永军 《大学.研究与评价》2009,(1):80-83
参与式学习是一种注重学生主体发展的学习理念。大学生参与式学习能力培养过程需遵循教育的基本规律和学生身心发展规律,做到全体性和全面性、层次性和阶段性、科学性和灵活性的有机结合。本文就理念层面的更新、制度层面的变革、物质层面的保证和技术层面的落实方面论证了参与式学习的基本策略。 相似文献
9.
蒋敏 《湖州师范学院学报》2007,29(6):88-92
深入开展我国法治建设,需要在理念层面上充分考虑传统文化对法律实施效力的影响。在社会主义法治理念中,应传承的传统文化内容有:儒家和谐中庸的价值导向,修身立德的人品要求,注重伦理的道德文化;应舍弃的传统文化糟粕有:重人治轻法治的社会治理观念,忽视个体权利保护的意识思维,地位不同差别对待的特权思想。在对传统与现实、国外与国内优秀文化充分整合之后的法治理念应是科学的社会主义法治理念。 相似文献
10.
一、调查背景
随着新课改的逐步深入，许多学校已基本完成对新课程改革理念的学习和接纳。但深入推进课程改革不仅需要宏观上的教育教学理念的转变，更需要扎扎实实将教学理念转化为教学行动，将之落实到教育教学的每一个环节中去，落实到操作的每一个层面上，包括备课层面、上课层面、作业层面。从一定程度上说，作业的质量直接影响到教学效能的高低，影响到学生的学业成就。[第一段] 相似文献
11.
Rachel Sermier Dessemontet Diane Morin Anne G. Crocker 《International Journal of Disability, Development & Education》2014,61(1):16-26
This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID. 相似文献
12.
AbstractThis study has a twofold objective: to analyse and compare the phonological processes in a sample of Spanish children with hearing loss, both with a cochlear implant and with a hearing aid, with a group with normal hearing; and to determine whether there are differences between the participants with a cochlear implant and with a hearing aid in the frequency and nature of the phonological processes. The sample is made up of 168 participants, eight with hearing loss (four with an implant and four with a hearing aid) and 160 with normal hearing. Samples of spontaneous speech were collected and transcribed using the tools from the CHILDES project. For the analysis, the phonological processes paradigm was adopted, evaluating phonological development based on normative error rates. The participants with a hearing loss show slower phonological development in terms of phonological processes, along with atypical processes. Furthermore, the participants with cochlear implants committed more phonological errors than those that wear a hearing aid. The implications of the results are discussed, and it is recommended that auditory stimulation should be done early in children with hearing loss regardless of their technical aid. 相似文献
13.
山西省高校教师工作满意度的调查研究 总被引：16，自引：0，他引：16
通过对山西省七所高校281名教师进行的工作满意度的调查研究表明:女性教师要比男性教师的工作满意度要高,但在工作满意度的各个维度上并无显著差异;不同婚姻状况在上级满意度、工作环境满意度、晋升的满意度上存在差异显著。未婚教师整体上要比已婚教师的工作满意程度高。不同年龄段的高校教师在工作满意度的各个维度上差异均显著,尤以30-39岁、40-49岁年龄段的高校教师工作满意度的得分低;不同学历的高校教师在对上级、对工资的满意度上差异显著;不同职称的高校教师在工作满意度的各个维度上差异均为显著,讲师与副教授工作满意度的得分较低;不同工作时间的高校教师在工作本身满意度、上级满意度以及工作环境满意度的维度上存在显著差异,工作时间为11-20年的高校教师各项工作满意度的指标得分均较低。 相似文献
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15.
This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional. 相似文献
16.
大学生社会主义核心价值观教育,要坚持继承与创新、理论与实践相统一的原则,要把共同理想与个人理想、知与行、知荣与明耻结合起来。要引导大学生用马克思主义理论指导人生,以民族精神激励成长,以时代精神鼓励奋进,用社会主义道德风尚规范行为。大学生社会主义核心价值观教育,必须坚持以大学生的全面发展为目的,内化为信念,外化为行为。 相似文献
17.
The present study explored typically developing children’s understanding of, and attitudes towards, the inclusion of children with physical disabilities (PD) in mainstream settings. The 60 children who participated in the study attended sixth grade in two mainstream primary schools (30 in contact with a child with PD and 30 without such contact). They filled in a questionnaire to measure understanding of disabilities and one to explore attitudes towards inclusion. Analyses revealed that children in contact with a child with PD had a better understanding of the emotional and social problems associated with the presence of PD than the comparison group. Moreover, children in contact with a child with PD expressed more positive attitudes towards the inclusion of children with PD in relation to children without such contact. Results are discussed in terms of the importance of contact in the formation of more positive attitudes towards the inclusion of children with PD. 相似文献
18.
王芝华 《湖南师范大学社会科学学报》2011,40(5):83-86
宗教是一种长期的、复杂的社会历史现象。科学认识宗教,正确处理宗教问题,切实做好宗教工作,关系到党和国家工作的全局,关系到社会和谐稳定,关系到全面建设小康社会进程,关系到中国特色社会主义事业发展,最终关系到党的执政安全。在我国社会主义条件下,我们必须科学把握宗教的长期性、群众性和特殊复杂性,从而维护好党的执政安全。 相似文献
19.
袁素文 《辽宁师范大学学报(社会科学版)》2006,29(6):1-3
与时俱进是马克思主义的理论品质,也是毛泽东对待马克思主义的科学态度。毛泽东能够坚持以与时俱进的精神对待马克思主义;以与时俱进的精神发展马克思主义;以与时俱进的精神审视自己的学说。 相似文献
20.
Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives 
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下载免费PDF全文 Salih Rakap Oguzcan Cig Asiye Parlak‐Rakap 《Journal of Research in Special Educational Needs》2017,17(2):98-109
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed. 相似文献