"四情"与高校思想政治工作"三观"教育

新形势下,用什么样的世界观、人生观和价值观来培养什么样的青年大学生和怎样培养今天的青年大学生,日益成为高校思想政治工作的重点和主要对象.应该从当前的世情(世界形势变化)、国情(国内发展状况)、党情(中国共产党执政地位和方式)和社情(当前青年大学生思想行为状况)的角度,做好这项工作.     

Peer pressure and adolescent substance use

Peer influence is regarded as one of the strongest determinants of juvenile delinquency and particularly adolescent substance use. A commonly held view is that social pressure from friends to use drugs and alcohol is a major contributor to substance use. Yet the notion of peer pressure, implied by the association between peer-group associations and drug behavior, is seldom tested empirically. As a crucial test of the group pressure model, this research examines the role of peer pressure in mediating the effect of differential association on individual use. Moreover, few studies examine the nature of the relationship between peers and substance use as it relates to the processes leading toand from use. Drawing on differential association and social learning theories, our research specifies the social processes (socialization, group pressure, social selection, and rationalization) which dictate particular causal pathways leading to and from substance use and then estimates the reciprocal influences among differential association, social pressure from peers, attitudes favorable toward substance use, and individual use. Using the 1977–1979 National Youth Survey panel data, we estimate a covariance structural equation model allowing for correlated measurement error. In the cross-sectional analyses, we find no main effects of overt peer pressure on substance use. Estimation of the reciprocal effects model also reveals that overt peer pressure does not significantly influence substance use and does not mediate the effect of differential association. Instead, the influences of socialization, social selection, and rationalization play significant roles in understanding substance use.An earlier version of this paper was presented at the 1994 American Society of Criminology meetings in Miami, Florida.     

浅谈英语学习策略训练

发展学生的英语学习策略对培养学生成为一个成功的具有终身学习能力的学习者有着重要意义,这种训练要通过诊断学习策略、选择科学的训练方法来实现,同时需要发展对英语教师学习策略的培训,从而实现发展终身学习能力的目标。     

创建学习型社会是全面建设小康社会的重大课题

创建学习型社会 ,是全面建设小康社会的内在要求 ,是提高全民素质的重大举措。创建学习型社会 ,是各级领导干部的重要职责 ,加快创建学习型社会的进程 ,创建学习型政党 ,是我们各级党组织和各个党员的共同责任 ,时代要求每一个领导干部都成为学习型干部 ,成为经济和社会的真正领导者和管理者。创建学习型社会 ,是全面贯彻“三个代表”重要思想的必然要求     

谈高职法律院校语言能力教育

语言能力教育是学校教育的主要内容之一。但是，在我国的高等教育阶段，语言能力教育却在许多方面存在着明显断层和不足，应该从教育理念、教学内容、教育程度、教育方式、教育衔接等诸多层面加以改进。高职法律院校受自身性质、特点的决定，更应采取有效措施，加强学生语言能力的培养。     

警察职业教育课程模式探讨

警察职业教育课程应定位于实践导向课程模式，这是由警察教育训练服从服务于公安工作的规律所决定的。警察职业教育的根本任务应落实在培养、训练应用型人才这一根本目标上。警察职业教育课程体系应体现战、训、学三者之间的一体化。     

论公安院校学生优良学风的养成

尊学问为神圣之风气要靠养成,而养成良好学风,有赖于学校作为学术殿堂的浓厚氛围。公安院校的学生一定要在任课教师和管理干部的正确引导下努力营造出这种具有自身鲜明特色的浓厚氛围。     

大学的要义

大学是研究高深学问的地方，是创造新科学、新知识、新化的机构；大学是高层次人才聚集的地方，是专家、学们公开追求真知、真理的场所；大学是培养学生健全人格、高尚道德、健康情感、良好的化修养、社会适应能力和职业创造能力的地方。对大学本质和宗旨的误解、误读将使大学的信念扭曲、精神失落、功能异化，使大学不像大学，成为缺少大学品格和精神的职业培训中心。     

从“去文学化”走向“专业化”

应用写作课程不放弃对文学的依赖性,就没有自身的独立性,就没有本课程的个性.在中外应用写作教学的成功经验中,也往往是"去文学化"越彻底,课程的个性就越鲜明,越具有自我的魅力,也越具有范型的意义.应用写作教学在"去文学化"之后,应该关注技术操作流程,这并非要忽略与牺牲写作主体的人文涵养,忽略日积月累的素质与功底,而恰恰是尊重课程特性,为学生安装简单实用的"驱动程序",让学生容易上手,从而加强课程的有效性.     

Justice Beliefs in School: Distinguishing Ultimate and Immanent Justice

This paper combines two recent developments in just world research: the conception of belief in a just world (BJW) as a resource for coping and well-being in everyday life, and the distinction between two different facets of BJW, namely belief in immanent justice (BIJ) and belief in ultimate justice (BUJ). Moreover, these two aspects are adapted to the school context and educational psychology. Scales for measuring ultimate and immanent justice in schools were developed within a German pilot reform project with a sample of 1274 pupils. The two facets could be distinguished by means of factor analysis. The reliability of the two scales is satisfactory, and their validity is confirmed by their differential correlational patterns. Results show that not every form of BJW automatically functions as a coping resource. In fact, only BUJ is able to protect pupils' mental well-being, whereas immanent justice can actually jeopardize well-being. Similarly, BUJ is associated with the perception of solidarity and learning enjoyment in class, whereas BIJ is more closely associated with the experience of rivalry and competition in class. Finally, the socialization of the two justice beliefs is considered. The cross-sectional data provide some evidence to suggest that friendly and supportive parenting styles can promote BUJ, whereas strict parenting styles may further BIJ. More longitudinal research is needed to obtain further insights into these phenomena.