新时代中小学民族团结教育的三个理论维度

民族团结是各族人民的生命线。中小学民族团结教育既是教育学意义上的知识传授,更是政治学意义上的共同体构建。文章基于民族政治学的理论视角,提出新时代中小学民族团结教育的三个理论维度:一是国家与社会关系层面的国民教育;二是自我与他者关系层面的启蒙教育;三是传统与现代关系层面的素质教育。由此出发,培育爱国主义的情结,播种多元一体的种子,提高适应变革的能力,民族团结教育才会是成功的。     

郑洪年与国立暨南大学的党化教育(1927—1934)

党化教育是国民党掌权后在思想领域实行一党专制的重要手段,尤以民国国立大学内的党化教育最为典型。本文着重以民国华侨教育家郑洪年任校长期间的国立暨南大学为考察点,探讨国民党在国立大学实施党化教育的主旨、具体措施及其影响,以加深对民国时期党化教育的认识。     

民族文化与民族教育互动发展的助推工程——对贵州省民族文化进校园活动的思考

在实现民族社会快速发展的同时,如何防止民族优秀传统文化的遗失是一个社会性问题。在民族文化生态系统中,民族文化从多方面影响和制约着民族教育,民族教育作为民族文化的重要组成部分,既是民族文化的一种特殊表现形式,又是民族文化传承和发展的基本途径。依据民族文化与民族教育相互关系原理,贵州省实施了民族文化进校园活动。实践表明,这一活动是一项民族文化与民族教育互动发展的助推工程,为我们提供了一条保护和传承民族优秀传统文化的可选道路。     

"以学生为本"的高校创新人才培养模式浅析

“以学生为本”是“以人为本”的科学发展观在高等教育中的最好体现。“以学生为本”的教学理念的新时期创新人才培养模式主要包括:高等教育管理部门及高等院校的管理者树立正确、先进的创新教育观念;注重学生全面素质的培养;转变办学模式,为学生自主性的发挥创造一个宽松的环境;改革高等教育的教学方法和教学手段;重视教师创新意识的培养等。     

浅谈当代大学生创新意识的培养

受现有教育体制和教育方式的限制,大学生的创新意识与创新能力亟待提高,这是我国高等教育所要解决的首要问题。为此,高校应该从树立创新教育理念、营造良好的创新氛围和提高大学生的文化底蕴入手,培养大学生的创新意识。     

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.     

Policy dynamics and the evolution of state charter school laws

Baumgartner and Jones (1993) showed how radically new policies emerge on government agendas as a consequence of exogenous shocks to policy subsystems displacing privileged interests. But how do these policies evolve post-punctuation? In this paper, we present three different models of policy change. Policies may revert to the old status quo if displaced interests re-assert themselves, or they may be “locked-in” by new interests now reaping the benefits. Alternatively, they may incrementally change as lawmakers “learn” how to better meet target population needs, particularly by witnessing how other jurisdictions address similar problems. We test these models with data on change in state charter schools laws over time. We find that whether old status quos are overthrow, and the fate of charter policies when they are enacted, is influenced more by competing political interests, especially interest groups, than elite and public perceptions of broad systemic crises. Yet, we also find that changing demands on the state and learning from the successes and failures of neighboring states also play significant roles.     

以科学发展观为指导深化高职教育改革与建设

本文总结了学校坚持以科学发展观为指导,在专业建设、课程改革、教学科研、实训基地建设、师资队伍建设、校园文化、校企合作等方面所进行的探索和取得的成绩。为今后的学校的建设和发展提供参考。     

Facilitating industrial symbiosis programmes in developing countries: reflections from Gauteng,South Africa

This viewpoint reflects on how to improve the process of introducing facilitated industrial symbiosis programmes (FISPs) to small and medium enterprises (SMEs) in developing countries. Although FISPs are a long-established industrial practice, their formal introduction to SMEs in developing countries has only recently begun, mostly through support from international development agencies. Based partly on anecdotal evidence from Gauteng, South Africa, we identify six key questions which need to be addressed to improve the process of facilitating FISPs.     

Remoteness as a gendered construct

This article explores the potential of using children’s perceptions of distance to reflect a gendered understanding of remoteness. Data collected from 1,549 children in Tanzania concerning their perceptions of remoteness in relation to accessibility of school, health care, and water resources were analysed in reference to their impact on school attendance and performance. Gendered variability in perceived distances to services by children may indicate that remoteness is as much of a social issue as it is a geographic phenomenon, in that girls perceive distance and time between home and destination to be further than boys who travel approximately the same distance.