论思想政治教育传统思维方式的变革——以“现实的个人”化解思想政治教育思维方式的消极因素     

王代月 《思想教育研究》2006,1(9):10-13

思想政治教育传统的主客二分思维方式把人抽象化、实体化,导致对受教育者真实需求的忽略和教育内容、教育方式的呆板滞后,不能实现个人与社会、政治教育和全面发展教育的协调,从而使思想政治教育改革不能取得令人满意的效果。马克思“现实的个人”思想是对传统实体化抽象人性观的变革,有利于消解与变革思想政治教育旧的思维方式,真正体现出教育的以人为本,确保思想政治教育改革取得更大的实效。  相似文献   

氯地酚和FSH对猕猴超数排卵的比较及其在兔输卵管内受精的研究     

仉怀林  王林嵩  李卫国  吕锡太  玉素菊  周琳  王春花 《周口师范学院学报》1994,(2)

在不考虑月经周期的情况下连续灌喂氯地酚5天,每天50mg,第8天肌注hCG2000IU,对猕猴具有一定的卵泡超数发育作用,最多可使双侧卵巢共24个卵泡发育,最大卵泡直径5—6mm,但不同个体反应变化较大。FSH hCG超排方案(考虑或不考虑月经周期,连续肌注FSH6天,共80—90IU,第8天肌注hCG2500IU)比氯地酚效果较好,最多可使双侧卵巢共28个卵泡发育,卵泡最大直径10mm,另外在1只猕猴观察到5个卵泡破裂将卵排出。电刺激采得之猕猴精子经洗涤后与用以上两种超排方案以卵泡吸得之卵子一同输入兔输卵管进行受精,获得2个原核期受精卵和1个桑椹胚。  相似文献   

从认知心理学的研究看幼儿的自我中心言语     

王晓芬 《幼儿教育》2007,(18)

幼儿的自我中心言语是一种正常的心理现象,是幼儿心理发展和语言学习的必经之路。认知心理学关于前额叶发展、执行功能发展和幼儿思维发展特点的研究能有效地解释幼儿自我中心言语产生的原因。皮亚杰、维果茨基等理论家对幼儿自我中心言语的研究则给幼儿教育工作者提供了借鉴与启示。  相似文献   

研究性学习在高职美术教学中的实践   总被引：1，自引：0，他引：1  

王芳 《潍坊教育学院学报》2007,20(3):41-43

本文针对高职教育美术教学的现状,探讨了研究性学习在美术教学中的实施策略和操作方法,证明了研究性学习在美术教学中具有增强学生合作精神、促进学生自主性学习、培养学生创新精神和实践能力等实际功效。  相似文献   

Book reviews     

John B. Haney 《Educational technology research and development : ETR & D》1976,24(3):329-347

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Letters     

John H. R. Polt 《Academic Questions》1992,5(3):5-5

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The inverse tool principle     

John C. Belland 《Educational technology research and development : ETR & D》1985,33(1):51-57

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FUNDAMENTALISM AND EDUCATION: A Case‐study in Social Ambiguity     

John Knight 《Discourse: Studies in the Cultural Politics of Education》1985,5(2):19-38

Religious fundamentalism has played a significant role in the contemporary conserviative attack on public education. For those who are concerned to defend even the limited degree of liberal or progressive education now existing, it is essential to understand the nature and implications of this populist and reactionary social phenomenon whose appeal is enhanced by the current social and economic crisis. Using the Seventh‐ day Adventist Church in case study fashion, the article draws upon sect literature, documents and interviews, to outline normative Adventist assumptions and practice in schooling. On the basis of this analysis, an explanation of the ambivalence of fundamentalism to education is offered. It is argued that while fundamentalism is typically antithetical to social pluralism, secular or humanistic morality and lifestyles and progressive education, it supports the unequal economic and social structures of contemporary western society. Hence fundamentalism typically seeks to control the process and substance of education, not to eliminate it.  相似文献   

Faculty perceptions of the quality and usefulness of three types of evaluative information     

John C. Ory  Larry A. Braskamp 《Research in higher education》1981,15(3):271-282

The purpose of the study was to investigate faculty perceptions of student evaluative information collected by three methods: objective questionnaire items, open-ended questions, and group interviews. Faculty rated three simulated evaluation reports on their potential for accuracy, trustworthiness, usefulness, comprehensiveness, believability, interpretability, and value as information used for self-improvement and promotion purposes. Faculty, in general, regarded the evaluative information to be more credible, useful, and accurate for their own self-improvement than for promotion purposes. Faculty also desired more than one type of evaluative information regardless of the purpose of evaluation.  相似文献   

Self-assessments and other perceptions of successful adults who are deaf: an initial investigation     

Luckner JL  Stewart J 《American annals of the deaf》2003,148(3):243-250

More often than not, deafness is portrayed, not only in the literature in education and rehabilitation but in society in general, in a pathological way that focuses on deficiency, dysfunction, and deviance. Consequently, there has been a paucity of research on successful individuals who are deaf. The purpose of the present study was to help counter this tendency by gathering information from successful deaf adults. Fourteen deaf adults, who were nominated by their peers as being successful, participated in videotaped interviews. The interviews were transcribed, coded, and clustered according to common themes. Participants reflected on their success and made recommendations for children and youth who are deaf, parents, teachers, and employers. A summary of the results, limitations of the study, and recommendations for practice are provided.  相似文献