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1.
本文首先从科技自身和社会环境两个方面阐述了当代科技革命兴起和发展的原因，接着从三个方面论述了科学技术对当今世界政治经济的影响，阐明了当代科技革命是促使世界经济联合、发展，保障世界政治协调、稳定的重要因素。 相似文献
2.
姜玉春 《辽宁广播电视大学学报》2000,(2):25-27
人类正在经历着一场全球性的科技革命，这场革命在改变着人类社会的进程。终身教育和学习社会化的兴起与确立，表明知识作用的新飞跃，人才和教育成为培养经济知识化的土壤，在确立学习化社会进程中，应遵循有针对性等原则。 相似文献
3.
冷战后,以信息技术为主的新科技革命的发展,使人类由“工业社会”进入一个以创造和分配信息为基础的“信息社会”。新科技革命对国家安全产生重要影响。本文以对国家安全的判断为出发点,从维护国家安全的主观和客观两个方面分析了新科技革命对国家安全的冲击和所带来的机遇。作者认为,随着新科技革命的发展以及政治经济全球化和国际格局多极化的发展,新安全观将会日益影响国际关系行为主体的战略选择,在推动建立国际关系新秩序的确立过程起到应有的作用。 相似文献
4.
邓小平现代科学技术思想研究 总被引：3，自引：0，他引：3
邓小平科技思想是邓小平理论的重要组成部分。这一思想可以从新技术革命与解放思想、现代科学技术与社会主义的本质、第一生产力与社会主义现代化、教育科学文化建设与提高全民族素质等四个方面进行研究。 相似文献
5.
崔继华 《咸阳师范学院学报》1999,(5)
新科技革命日益渗透到经济发展和社会生活各个领域,极大地改变着人们的思维模式和生活方式。本文介绍了新科技革命及其特点,指出了它与教育有着内在的联系,认为新科技革命既给教育提供了难得的发展机遇,又为教育发展提出了严峻的挑战。对此,我们的高等教育模式应发生相应的变革。 相似文献
6.
我们研究西方教育理论,必须坚持以马克思主义为指导。怎样用马克思主义的观点和方法来剖析西方各个学派的教育理论呢?我认为,应该从以下四个方面划清界限: 第一,对西方的教育理论,要分清它是腐朽的、资本主义文化的反映,还是当代科技革命与经济发展的要求而提出的新见解。在英、美、德、法等国的教育理论中,维护垄断资产阶级的政治统治的理论与为适应当代科技革命与经济发展的要求而提出的教育观点往往是混杂在一起的。这种现象表现在西方各个教育流派的教育理论之中。因此,从人民的利益出发,看清哪些东西是资本主义腐朽的文化的表现,哪些东西的确是我们应该借鉴的,这一点非常重要。例如,为了维护资本主义制度的“社会秩序”的稳定与 相似文献
7.
论述了新农业科技革命的内涵特点,提出实现“两个根本转变”是我国新的农业科技革命的保障,农业高新技术突破是源泉和基础,农业产业化是主要形式,教育农民、提高农民科技文化素质是保证,走现代集约持续农业之路是方向的五途径和路线。 相似文献
8.
世界进入二十世纪九十年代,举世瞩目的新技术革命已由幼年期向壮年期转变。当今世界正在日益强烈地感受到这次新科技革命的冲击,无论是发达国家,还是发展中国家都面临严峻挑战,各国的经济、军事、文化、教育都将受到强烈的影响。因此,增强全民的科技意识和科技素质,加强中小学的科技素质教育,是当前深化教育改革的一项重要内容。在普通中小学如何实施科技素质教育,笔者想就几个主要方面谈点看法。 相似文献
9.
<正>党的二十大首次将“推进教育数字化”写入大会报告,把教育数字化作为新时代新征程办好人民满意的教育的重要战略任务。习近平总书记在中央政治局第五次集体学习时指出,“教育数字化是我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口”,深刻揭示了教育数字化的关键作用,为我们把握新一轮科技革命和产业变革深入发展的机遇、建设教育强国指明了方向和路径。一、深刻认识教育数字化的重大战略意义从原始社会的氏族教育,到农业社会的私塾教育,再到工业社会的学校教育,每一轮科技革命 相似文献
10.
构建学习化社会与高等教育改革 总被引：1，自引：0，他引：1
上个世纪60年代末,席卷欧美的第三次科技革命带来的学习化社会的新思维,从根本上切合了信息时代知识经济对人类社会终身学习、全民学习、多元化学习的需求。进入21世纪,学习化社会”已从一种思潮发展成为现实的教育实践和社会行动。构建终身教育体系、建设学习化社会是科技经济 相似文献
11.
台湾地区高等职业技术教育的发展对大陆高等职业技术教育具有借鉴和启示意义。通过对台湾地区高等职业技术教育的基本现状、独特之处、当前面临的挑战及未来发展趋势进行研究,可以有效提出对大陆高等职业技术教育发展的政策与建议。 相似文献
12.
在"大大连"建设中,城市文化建设是重要内容,而发展文化建设的关键,则必须依靠教育支撑。本文在阐述了教育在"大大连"文化建设中意义的同时,对"大大连"文化建设视野中的大连教育发展现状进行了审视,提出了发挥教育在"大大连"文化建设中支撑作用的几点对策,使教育在"大大连"文化建设中的支撑作用充分展现出来,更好地发挥其在"大大连"建设中的作用。 相似文献
13.
Carol A. Taylor 《Educational Philosophy and Theory》2017,49(3):231-241
This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt’s concept of the space of appearance into relation with Guillemin and Gillam’s notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a finer-grained account of student and lecturer becomings through small-scale pedagogic interventions; and second, that a focus on the classroom as a higher education space of appearance provides for a more nuanced appreciation of the collaborative, political and educative practices that occur within it. The article focuses on three instances of ethically important moments as a means to illuminate how higher education spaces of appearance may become ethical spaces for educative praxis in ways which contest pessimistic discourses regarding the deformation of teaching and learning relations in increasingly marketised conditions. 相似文献
14.
In this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as an experience, ideas, and educative experience. They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings. 相似文献
15.
For millennia it has been discussed whether literature appropriately can or should be used in education for a moral purpose. Taking as a premise that it can actually be educative and not merely moralising, we tackle the case made against such use, based on the claim that it would be perverting the aesthetic nature of literature as a form of art, as it would be instrumentalised. Given that this claim is based on a dichotomy between an aesthetically educative approach and a morally educative approach to literature, we examine how warranted such a formulation of this dichotomy is. We argue that, at least on some occasions, those two educative approaches to literature—the aesthetic and the moral—can actually be mutually reinforcing in such a way that aesthetic appreciation will suffer if the moral is not deeply examined with both mind and heart, and vice versa. This does not mean, however, that this relation of mutual contribution will always obtain in a neat way. It may actually be the case that just in a few cases, and only if carried out in a pedagogically appropriate manner, it will be correct to use literature with a morally educative purpose. 相似文献
16.
Christine Bouissou Pierre Tap 《European Journal of Psychology of Education - EJPE》1998,13(4):475-484
Contemporary western society is characterised by an individualistic model of the person. Conceptions of socialization insist more on self expression and development than on the individual’s submission to social requirements. Values concerned with individual responsibility and self-realization guide educative actions. The article analyses the influence of parental education on internality and self-esteem in the child with particular attention to how parents lead the child to become responsible (commitment). Two hundred parents (from contrasting social backgrounds) answered a questionnaire on internality and a question on self-esteem. According to their social background, the parents adopt educative practices which induce more or less responsibility in the child. Leading the child to accept responsibility in daily life encourages the learning of internality, but family education has little influence on self-esteem. How subjects “positioned” themselves, i.e., how they placed themselves a variety of measures was examined. Some preferred to position themselves in the centre of the scales while others placed themselves on the extremes. There was a correlation between the positioning of the parents and that of the children. 相似文献
17.
试论高校思想政治教育育人功能的有效发挥 总被引：2，自引：0，他引：2
唐凤芬 《重庆职业技术学院学报》2008,17(5):142-144
高校是青年人才培养的主战场,高校的思想政治教育是青年人才培养的主阵地,高校思想政治教育的育人功能是人的全面发展的内在要求,是高校思想政治教育个体价值的根本体现,而育人功能的发挥受到高校思想政治教育系统内外因素的影响与制约。要实现高校思想政治教育育人功能的充分有效发挥,必须注重其系统要素的相互关联,提高教育者的综合素质,充分发挥学生的主体作用,创新教育内容与方式,优化教育环境。 相似文献
18.
张卫国 《湖南城市学院学报》2000,(2):106-109
培养创新人才是新世纪教育产业化的主旋律,教育产品应该能满足日新月异的社会发展的未来需要才不至于积压、过剩,才不会浪费教育资源,现代教育应该成为趋势教育。教育管理改革应紧扣这一主题。 相似文献
19.
素质教育是一种教育观念,它寓于一切教育环节之中,远程开放教育中的素质教育要与时俱进,适应社会和学习者的需求。应将知识传授和能力培养真正的结合起来,深化课程体系和教学模式改革,更新课程教学内容,培养学生自主学习能力和创新能力,将素质教育融入到各类教学活动之中,促进学生的全面发展。 相似文献
20.
Robert VanWynsberghe 《International Journal of Lifelong Education》2013,32(3):268-283
This paper establishes the basis for a pragmatist-inspired theory of human action to predominant ideas about knowledge, learning and education. As a necessary prelude to an examination of pragmatist theory’s position on human action and its specific focus on habits and creativity, pragmatism is defined and then related to inquiry. Next, the fields of adult education and social movement learning are explored for their continued resonance with the main educational tenets of pragmatism. Following this, a separate section on habits and creativity is offered to highlight a key relationship for the design of educative environments. Knowledge is addressed in a section that explains it as a carrier of routine and a bridge in the individual-collective nexus. The paper ends with five features of an educative environment designed for social change, each of which is identified in relation to the tenets of pragmatist theory. 相似文献