共查询到20条相似文献,搜索用时 421 毫秒
1.
高校青年教职工是高校的生力军,如何提高高校青年教职工的思想政治素质,充分发挥其积极性和创造性,是高校工会思想政治教育的重点。本文分析了高校青年教职工思想政治工作的特点,探索工会在高校青年教职工思想工作中的地位作用与实现的有效途径,以期更好地发挥工会在高校青年教职工思想政治工作中的作用。 相似文献
2.
3.
4.
5.
6.
女教职工是推进高校科学发展的重要力量。如何充分调动女教职工的积极性、主动性和创造性,发挥女教职工的独特优势和不可替代的重要作用,是推进高校科学发展的重要环节。本文就女教职工在推进高校科学发展中的地位和作用,面临的困惑和挑战以及做好新形势下女教职工工作的思路进行了一些思考和探索。 相似文献
7.
8.
9.
10.
杨佐平 《工会理论研究(上海工会管理干部学院学报)》2009,(5):41-42
当我国高校广大教职工的经济收入获得普遍增长、生活质量获得普遍改善与提高的大背景下,我们也发现:由于种种原因,在高校内部也有少数教职工的生活质量面临着暂时性的困难,成为高校教职工中的"困难一族"。 相似文献
11.
12.
全球化对高校思想政治教育带来了机遇,也带来了诸多挑战。本文在全球化背景下,分析了全球化对当前思想政治教育在社会意识形态、思想政治教育方法等方面带来的严重影响,并提出了与全球化相适应的思想政治教育新思路。 相似文献
13.
李凯林 《北京行政学院学报》2010,(2):90-93
高校师生思想状况的跟踪调查已有多年,研究其变化的规律特点尚待深入。从10年问卷数据看,高校师生对当今中国发展状况高度认可,同时也显现出对个人权益发展空间的更多关注。从整个新时期跨度看,30年中国改革开放的成功实践获国人高度认可,但纷繁的学术思潮对中国的现实存在也有不同诠释,它们构成了高校师生思想变化的肯定否定交响曲。高校师生思想的互动及其与社会的互动,体现出存在决定意识基础上对学术和政治统一性的关注与追求。 相似文献
14.
赵宗复与阎锡山同是山西人,由于两人的思想信仰与精神追求不同,在教育思想上虽然有着共同点,但也存在着明显差异。其相同点在于注重学生德智体全面发展、加强学生服务社会能力的培养等。其不同点在于阎锡山办学思想具有狭隘性,以个人意愿及利益为前提,为自己培养出后备力量。而赵宗复则从国家和民族利益出发,坚持把科学民主和爱国先进思想贯穿于整个教学过程中,使进山中学在当时以民主进步而享有盛名。 相似文献
15.
薛娟 《铁道警官高等专科学校学报》2007,17(2):123-126
布迪厄提出了“场域”的范畴,并广泛运用于社会学领域中,也体现在学校教育过程中。了解学校教育场域下师生关系的矛盾与冲突,对于建构和谐、融洽的良好师生关系有着指导意义。 相似文献
16.
在阐述网络时代高校思想政治教育工作遇到的机遇和挑战的基础上,分析了高校开展思想政治教育工作的新对策,如建立网上思想政治教育阵地、提高高校思想政治教育工作队伍的综合素质、提高大学生网上道德意识、开展网上思想政治教育活动等,以达到充分利用互联网有效开展思想政治教育工作的目的。 相似文献
17.
本文阐述了当前中学化学教育领域的改革——从应试教育到素质教育的转变,并根据中学化学教学的内容与任务,提出如何在教好化学基础知识和基本技能的同时提高学生的综合素质。 相似文献
18.
André Borges 《公共行政管理与发展》2007,27(4):273-282
The article discusses the limits and possibilities of school empowerment within education systems plagued by pervasive patronage politics. The analysis focuses on reform initiatives implemented by Brazilian sub‐national governments throughout the 1980s and 1990s to allow for the election of school principals by parents, teachers and students. Until the implementation of this reform, state and local authorities had relied on the school system as a source of patronage resources, and principals were nominated according to political criteria. The new system of democratic school management was expected to undermine this patronage‐based system and foster community participation in school decisions. The article relies on secondary evidence to assess the impact of school elections in what concerns the participation of parents, students and teachers in school affairs and the relationship between schools, party politicians and education administrators. It concludes that high levels of social inequality and the lack of a universalistic and effective system of welfare provision constitute serious obstacles to the empowerment of disadvantaged groups in developing societies such as Brazil. On the other hand, the article argues that school empowerment has the potential to undermine resilient patronage structures, by introducing universalistic mechanisms of decision‐making and making school administrators more accountable to their constituencies. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
19.
Helen F. Ladd 《Journal of policy analysis and management》2012,31(2):203-227
Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test‐based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. 相似文献
20.
In contrast to education reform efforts that target teachers and schools, merit‐based financial aid for college increases the incentives for high school students and their families to directly affect the quality of education by investing more time and effort in schoolwork. Large‐scale merit‐based aid programs, such as Georgia's HOPE Scholarship, seek to improve education by encouraging students to meet higher standards, in this case by obtaining a 3.0 grade point average in high school and college. Since the HOPE program began in 1993, the number of high school graduates qualifying for the aid has steadily increased to more than 38,000 graduates in the class of 1998, or 59.5 percent of the graduating class. At the same time, the relationship between grades and achievement has remained consistent or, in some cases, improved since HOPE began. In fact, African–American males and females with a 3.1 high school core course grade point average have increased their average Scholastic Assessment Test (SAT) scores by more than 20 points. This indicates that merit‐based aid has improved the quality of K–12 education in Georgia and reduced racial performance disparities by motivating students and their families to commit greater effort to schooling. © 2002 by the Association for Public Policy Analysis and Management. 相似文献