论学校职业教育与社区教育的沟通     

杨里平 《职业技术教育》2003,24(25):58-60

学校职业教育与社区教育的沟通，是建立学习化社会和终身教育体系的需要，是学校职业教育健康发展的重要途径，是积累社区教育资源、提高社区教育质量的重要方面。其广泛背景是国外社区学院的成功办学经验和我国职业教育的快速发展。其选择形式应包括招生社区化、课程社区化、资源社区化。  相似文献   

社区教育资源的协调统筹问题探讨     

蔡晚拴 《河南职业技术师范学院学报(职业教育版)》2003,(5):50-51

作为提高社区全体成员素质与生活质量的社区教育，由于其教育形式的多样性和教育内容的丰富性，需要社区全体成员的支持。社区教育资源的协调统筹是一项关系社区教育成败与走向的关键问题。在协调与统筹的过程中必须遵循互惠互利、公益性和自愿的原则，并注意把学校的作用发挥好，把社会力量办学的积极性调动起来。  相似文献   

沈阳东陵天柱山油松栎林群落结构特征的研究     

齐淑艳  孟令刚  由微 《沈阳教育学院学报》2003,5(2):119-121

本文通过对油松栋林生活型分析，结果表明：地面芽植物占优势(37．04％)，然后依次为高位芽植物(32．09％)，地下芽植物(20．99％)，一年生植物(7．41％)，地上芽植物(2．47％)。油松栋林可明显分为3层，即乔木层、灌木层、草木层。在乔木居中，根据林木图解图表明，油松为群落的优势种，关于群落镶嵌结构的研究，在油松栋林群落中划分出4个小群落。  相似文献   

翩跹于都市的舞者:张欣   总被引：1，自引：0，他引：1  

程箐 《赣南师范学院学报》2002,(1):76-80

张欣是中国当下新都市文学的代表人物。其创作最终定位于都市文学 ,也经历了一番艰苦的寻觅过程。其创作的递变轨迹可分为都市的边缘者、都市的外来者、都市的牧己者三个阶段。张欣小说的意义无疑是源自其对都市人性本真的深层企及以及文本所透现出来的人文关怀  相似文献   

#Eduresistance: a critical analysis of the role of digital media in collective struggles for public education in the USA     

Nisha Thapliyal 《Globalisation, Societies & Education》2018,16(1):49-65

From Facebook-coordinated high-school walkouts to compelling Internet-based protest art that has accompanied recent teacher strikes, grassroots education activism in the USA has gone digital. Despite the proliferation of research on the mediatisation of education policy, few studies have explored the ways in which activists for public education engage with Web 2.0 technologies. This paper makes a contribution to this under-researched area by exploring selected activist accounts including Parents Across America, United Opt Out National, and the PS 2013 campaign in New York City. I draw on critical, feminist, and cultural studies theories of education and social movement media to analyse activist media practices in a policy and political milieu dominated by corporate media and neoliberal governance structures. The analysis reveals that progressive education activists strategically deploy digital media to amplify voice, build collective identity, and disseminate alternative knowledge to enable direct action. A situated analysis also reveals significant differences in activist media practice which are shaped by particular political histories and geographies. The paper concludes with a discussion about future lines of inquiry into the role of digital media in collective struggles for public education.  相似文献   

犹太教纯洁化观念下的“共同体想象”再分析     

车凤成 《洛阳师范学院学报》2008,27(6):44-49

犹太教基于"纯洁化"的生活形式的追求而指向的"共同体想象"就其本质而言具有世界性意义,这一点使其在后现代视野中具有了与基督教"上帝观"(后现代条件下)之内涵达成沟通的可能,即通过二者之间的"对话"具有达成关于未来生活设想的"共同意见"的可能性,而这可以为后现代社会下的人类整体未来走向提供有益的思想借鉴。  相似文献   

利用高校体育资源培养社会体育指导员的研究     

张慧春 《商丘师范学院学报》2003,19(2):121-124

针对目前我国社会体育指导员队伍的现状，阐述了利用高校的体育资源培养社会体育指导员的必要性和优势，提出了培养社会体育指导员的实施办法、  相似文献   

社区中的教育资源对于推行全纳教育的作用   总被引：3，自引：2，他引：3  

刘昊 《中国特殊教育》2003,(6):6-9

全纳教育已经成为当今特殊教育发展的趋势 ,笔者认为在推行全纳教育的过程中 ,社区中蕴藏着的各种教育资源可以发挥出巨大的作用。本文首先对全纳教育的理念作简要的归纳 ,然后分析社区中蕴藏着哪些可能为全纳教育的推行提供帮助的教育资源 ,并从五个方面具体探讨这些资源所能够发挥的作用。最后对如何使这些作用得以充分的发挥提出建议。  相似文献   

Double Jeopardy: Testing the Effects of Multiple Basic Skill Deficiencies on Successful Remediation     

Peter Riley Bahr 《Research in higher education》2007,48(6):695-725

Prior research has established that the depth and breadth of remedial need in basic skills (math and English) exhibited by a student at college entry are strongly and negatively associated with the likelihood of achieving college-level competency in those subjects (i.e., successful remediation). This well-documented finding is built upon a body of work employing either simple bivariate analyses or regression analyses that assume additive effects. Yet, there are reasons to suspect that multiple basic skill deficiencies, rather than exhibiting additive effects alone, may exhibit a negative multiplicative interaction effect on the likelihood of successful remediation. In this research, I test the hypothesis that the negative effect of math deficiency increases in magnitude with decreasing English competency. Although the data support this hypothesis, I find that this interaction does not have substantive importance in the face of the powerful direct effect of math deficiency on the likelihood of successful remediation in math. Direct all correspondence to the author at the Department of Sociology, Wayne State University, Detroit, Michigan, 48202 (peter.bahr@wayne.edu). I am indebted to Tim Brown, Willard Hom, Myrna Huffman, Tom Nobert, Mary Kay Patton, and Patrick Perry of the Chancellor’s Office of California Community Colleges for their assistance with the data employed in this study, and to Dr. John C. Smart and the anonymous referees of Research in Higher Education for their recommendations concerning improving this work.  相似文献