“于正剧现象”研究

"于正剧现象"的特征是"叫座不叫好"。这种类型的电视剧违背艺术真实的美学原则,文本中充满大量的虚假情节、虚假人物、虚假环境、虚假道具。既不符合直观真实或超现实真实,又不符合主观真实,更难以达到客观真实的美学高度,是一种典型的高碳艺术。大力开发符合艺术真实,特别是实现客观真实的低碳艺术,这是中国电视剧艺术发展的正确方向。     

新时期我国公民教育的内容体系和实施途径

我国的公民教育在内容构建上可以按照公民意识——公民知识——公民能力的逻辑顺序来设计。本文从横向和纵向两个维度探讨了公民教育的实施途径。横向分为学校教育系统和非学校教育系统两个方面;纵向强调整体规划、分段实施、有效衔接的过程。     

舒新城论中学教育改革

舒新城是中国现代教育家,有十几年的中学教育实践经验。他对中国现代中学教育改革进行了较为深入的反思和探讨,特别是有关中学学制、课程和德育改革等方面的思想具有重要意义。     

对市级党校社会培训跨越发展的理性思考

推动市级党校社会培训跨越发展是新形势下一项重要的现实课题。市级党校在开展社会培训时,不能把追求经济效益作为首要任务,而应把社会效益、围绕中心服务大局放在第一位,通过争取政策、建章立制、队伍建设、打造团队、转型增效、提炼精品、塑造品牌、深化合作等路径,推动社会培训实现跨越发展。     

论理想人格与学校教育的关系

理想人格是一种无法具体描述和实现的假设,在学校教育中不可具体化、不具可操作性。因此,学校教育应该把理想人格视为终极目标,而不是直接目标,否则将会给学校教育带来灾难性破坏。学校教育真正目的被挤兑;学校组织界限被模糊化;学校教育效率降低等。所以,学校教育应该与理想人格保持距离。学校人格教育过程中影响因素复杂,致使学校人格教育与学生人格发展结果之间不存在线性关系。所有以理想人格为标准的对学生和学校教育的评价都是不合理的。     

高校“基础”课和中学政治课教学有效衔接的探究

教材体系向教学体系转化内在矛盾冲突是“基础”课教学内容和中学不能有效衔接重要原因.从教材内容与考试的冲突,素质教育与教师素质的落差,城市与农村教材不统一的困惑和实践教学多样性和经费不足的反差分析,提出层次递进教学求得教学目的的统一;教师要从学科视野向社会视野、国际视野转化求得教学内容的丰富;摆正教师心态和搭建多层次培训教师平台求得教师素质的提升.     

形成性评估在教学中的应用(英文)

In the 21st century,education reforms in China are encouraging,different concepts such as innovation and the introduction of different forms of assessment were introduced to the university.The importance of formative assessment is emphasized.This paper aims to study the teacher’s implementation of formative assessment in English lessons during the teaching practise.Commonly used assessment methods,alignment of learning and assessment activities,student teachers’ intervention after receiving feedback from studentss,difficulties encountered,perception of the teacher on formative assessment and students’ feedback are reported in this study.It is hoped that the study will provide insight into the practice of formative assessment in university classrooms.It is also hoped that the study will regard as one aspect othe professional development of teachers driving by the innovation concept.     

农村留守青少年成长问题及社会工作应对策略分析——以《学校社会工作》课程的实践为例

农村留守青少年属于新式的弱势群体。该群体的成长问题事关和谐社会的持续发展和社会的稳定。由于父母亲情的缺失所引起的种种问题已得到学术界和政府相关部门的关注,但就针对该群体成长危机方面的解决措施而言,始终缺少一个合理、持久和有效的力量来协助该群体解决成长必须应对的危机。尝试在留守青少年集中的中学引入社会工作者,通过开展相关的社会工作实务活动后发现,学校社会工作者的介入能很好地解决这个问题。学校社会工作者充当多重角色,能充分利用多理论的指导和多种方法的交互运用,能及时、有效地关注并解决青少年成长过程中的心理需求和行为规范。     

党校推行案例教学法的探索

党校推行案例教学法是创新培训方法、提高领导干部执政能力的有效途径,是党校落实理论联系实际教学方针的重要环节,是党校师生互动共赢的一种高质量的教学手段。党校推行案例教学法分准备、实施两个阶段。党校推行案例教学法,一要提高教师自身的综合素质;二要建设党校案例库;三要提供必须的案例教学条件;四要营造良好的案例教学环境。     

Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use

The transition to high school has been identified as a potentially difficult time in adolescents’ lives. Reductions in both academic and social functioning often accompany this transition. While these effects have been documented in urban youth, the move to high school has not been extensively studied in rural minority youth. Toward that end, the academic grades and substance use in ninth grade of 447 (184 male and 263 female) African-American adolescents from two rural counties in a state in the deep South were examined in relation to configurations of adaptation from sixth through eighth grade. Results indicate that individual with consistently positive patterns across middle school had higher grades and lower rates of substance use compared to individuals with persistent difficulties or those that transitioned to problem behavior. Many individuals who improved in their patterns of adaptation had relatively high grades, but also rather high rates of substance use in the ninth grade. David B. Estell is an assistant professor of educational psychology at Indiana University Bloomington. He received his PhD in Developmental Psychology from the University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression. Thomas W. Farmer is an associate professor of education at Pennsylvania State University and director of the National Research Center on Rural Education Support. He received his PhD in Special Education from University of North Carolina at Chapel Hill. His major research interests include peer relations and the development of aggression in students with and without special needs. Matthew J. Irvin is a research scientist at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He received his PhD in Educational Psychology from the University of North Carolina at Chapel Hill. His major research interests include resilience and student engagement. Jana H. Thompson is a research associate at the Center for Developmental Science at the University of North Carolina at Chapel Hill. Her research interests include peer social relations and developmental transitions into early adolescence. Bryan C. Hutchins is a research assistant at the Center for Developmental Science at the University of North Carolina at Chapel Hill. He is also a graduate student in the Educational Psychology, Measurement, and Evaluation Program at UNC. His research interests include child and adolescent social development and school based emotional and behavioral interventions and prevention programs. Erin M. McDonough is currently a doctoral candidate in School Psychology at the University of North Carolina at Chapel Hill. She received her Bachelor of Arts degree in Psychology from Emory University. As a research assistant at the Center for Developmental Science, she has been able to explore her interests in student achievement as well as rural education. Another major research interest of hers is school-based mental health.