Since modem times,the transformation of education in China has shown a characteristic of gradual progress in various regions,with the coastal areas being first followed by the inland regions in geography.As a province with the tradition of culture and education,transformation of education in modem Hunan made slow prog-ress before the reform,which was not as good as the coastal areas of Jiangsu and Zhejiang,and also inferior to Hu-bei and Guangdong.During the reform period,modem education in Hunan emerged,creating conditions for the growth of the new generation of Hunan youth.In the early years of the Republic of China,the transformation of education in Hunan accelerated,and young people in Hunan emerged.In his early years,Xu Teli studied in private schools and became a teacher of private schools.During the reform period,he began to contact with modern subject knowledge.He joined the normal school during the New Deal period.After graduation,he set up two primary schools,which became one of the promoters of the transformation of modem Hunan education.After the Revolu-tion of 1911,Xu Teli felt that the key to the development of new education was to train teachers and devote himself to teacher education.He has established two normal schools and has taught in Hunan Normal College,Hunan First Normal School and other schools.Xu Teli has made outstanding contributions to the development of Hunan educa-tion and the growth of Hunan youth.His loyalty and persistence,dedication and pursuit for education fully reflect the spiritual characteristics of modern Hunan educators.
During the May 4th Movement period,the issue of marriage and family became a hot one.During this period,Yang Changji's thought on family ethics gradually developed and matured.He advocated"true indi-vidualism"family and marriage values,and on these grounds criticized the traditional family system and traditional marriage ethics.In his view,although the traditional family system still had the positive effects of emotional mainte-nance and moral supervision in modern society,it was easy to make people dependent,"make them less patrio-tism"and"make it difficult to make social and cultural progress".The traditional customs of marriage,such as early marriage,concubines,preservation chastity,and so on,seriously infringed on individual personality and equal-ity of human rights.Therefore,Yang Changji's thought on family ethics elicited a positive influence to the family ethic reform movement in the period of the May 4th Movement,and left its own distinctive mark in the movement.
In 1903,Hunan First Normal University,which was established to provide modern teacher educa-tion,became one of the first institutions in China and the earliest in Hunan to specialize in training elementary school teachers.Progressing through three pivotal historical stages,The Cheng nan Academy era,the reforms of the late Qing Dynasty,and the dawn of the Republic of China,In the early 20th century,Hunan First Normal University witnessed a pinnacle in its achievements in talent cultivation,nurturing a cohort of outstanding individuals,includ-ing national leaders,politicians,revolutionaries,intellectuals,and educators.The exploration of the educational ex-periences from a century ago at Hunan First Normal University can be summarized by three key principles:setting high goals to guide talent development,broadening perspectives to shape the landscape of talent cultivation,and maintaining high standards to ensure the quality of talent development.To excel in talent development in the new era,we must unlock the spiritual principles of talent cultivation from the past century at Hunan First Normal Univer-sity.This involves actively responding to the demands of the times,adhering to open educational practices,focusing on holistic development,and comprehensively improving the quality of talent development.
Cai Hesen was an important theorist in the early days of the Party,who made outstanding contribu-tions to the establishment and early construction of the Party.His Party building ideology has a global and human perspective.It was based on the times and born to save the nation from danger with a distinct sense of modernity and practicality.It shows clear stance,strong fighting spirit,with distinct class and struggle features.It consists of the ideas of"developing the undeveloped of our predecessors"and expanding the unexpanded,and at the same time,it was continuously enriched and developed in the practice of Party building,which is highly innovative and developmental.
The Palace Museum has 4 letters written by Hu Linyi in 1861 to Mao Hongbin.These letters are of importance in understanding and improving Hu Linyi's works and of great value in the study of the personnel change and offical eco-enviroment in Hunan province in the Xianfeng years of the Qing dynasty,and the study of Zen Guofan and Hu Linyi's promotion of their old friends and special attention to their hometowns.
《义务教育劳动课程标准(2022年版)》出台后,中小学劳动教育实践面临"如何由传统劳动技术课转向劳动教育课"这一重要问题.生命教育理念为回答该问题提供引领,将劳动教育课教学目标定位于体现儿童生命特性的核心素养、教学内容以生命安全与需要为本、教学过程以生命体验优先.在关注儿童生命、促进儿童生命健康成长的理念下进行的劳动教育课,更全面深刻地贯彻落实了《义务教育劳动课程标准(2022年版)》的要求.
从政策文件可见,学校心理健康教育已被纳入生命教育之中.但现实中,生命教育与心理健康教育呈现出多元关系状态,存在着心理健康教育与生命教育"平行论""包含论""交叉论"等观点,二者关系不清造成了实践运用的诸多困扰.从生命与健康关系、现实探索以及政策层面三个角度可见,生命教育是上位概念,心理健康教育隶属于生命教育范畴.故心理健康教育应遵循生命至上的价值引领,守持生命意义的核心要义,充分发挥已有优势,自觉践行生命教育.
作为极具湖湘地域文化特征的自然胜景,潇湘、洞庭湖、衡山借助"潇湘八景"的海外流播,成为海东文人稔熟于心的书写对象.潇湘、洞庭湖、衡山三者常常作为湖湘文化的"隐喻"而被赋予了相对稳定的意旨:潇湘被古代朝鲜文人视为寄托哀思,存放理想的自由处所;洞庭湖被视为怀古感今,忧国忧民的诗意空间;衡山则被视为失意悲愤、苦闷归隐的理想家园.古代朝鲜文人的湖湘胜景书写蕴涵着经典传诵之间,中朝诗家共鸣同感的审美情趣,是古代中国与朝鲜半岛在平等对话交流中进行彼此理解,进而促成各自文化意义增殖与再生的鲜明例证之一.
从历史唯物主义视角看,现代化作为一个总体性范畴,其核心内涵是以分工协作为基础的社会化大生产对以自给自足为特征的封建小生产的根本替代,以及由此引起人们生活方式、交往方式和思想意识的整体性变化.从现代化的发生学机制来看,现代化是为了人并由人推动的,本质上是人的现代化.从世界历史角度看,资本是现代化的主要推手,但其以剩余价值生产为中心的现代化,在推动社会生产方式根本转变的同时,却以对抗的方式造成人与自然、人与人的根本对立,与人的现代化这一目标相背离.真正意义上的现代化,必须坚持以人为本的价值导向,坚持以社会化大生产对小生产的根本替代.
人与自然和谐共生现代化是马克思主义自然观的现代性诠释与创新性发展.依循"理论凭依—发展向度—价值归宿"的叙事逻辑,从马克思主义自然观看待人与自然和谐共生的现代化,"唯物论-认识论-历史观"的三维解读构成了现代化叙事的逻辑起点;古为今用的现代性诠释与推陈出新的创新性发展构成了现代化叙事的发展向度;人与自然和人类自身的二重和解构成了现代化叙事的价值归宿.
生死意义是儿童意义世界的核心议题.儿童对生死意义的建构,直接影响着儿童个体生命的发展状态.如何重塑儿童生死意义,成为生命教育必须回应的问题.从生活世界现象学来看,生活世界是儿童意义世界构造的发生境域.回溯和前瞻是儿童意义世界绽出的时间现象,具有重塑儿童生死意义的方法论价值.基于此,循着"回溯-前瞻"的研究路径,儿童生死意义在"自塑"和"他塑"中实现显现与重塑.
小学科学高阶认知能力的培养有助于小学生系统地形成科学观念,在探究实践中训练科学思维、培养科学态度和社会责任感,将已有知识转化为新知识,进而为发展科学核心素养奠定基础.借鉴布卢姆教育目标分类学为理论,结合小学科学课程的性质和内容,阐明意义建构、审辩判断、转化创造这三种高阶认知能力的内涵,并从"教-学-评"一致性的角度提出小学科学高阶认知能力的培养策略,即在教学目标中体现高阶认知水平、在教学过程中落实高阶认知能力培养、以教学评价保障高阶认知能力培养的有效性.
ChatGPT等人工智能的高速发展给教育带来了巨大的影响,这种影响是机遇也是挑战.人工智能可以成为教育发展的新动力,但是它也冲击着传统的教育教学.教育的高质量发展需要促进人工智能与教育的深度融合.一方面,教师教学的能力需要提高,教学内容、方式需要改变,教师角色需要重塑;另一方面,基础教育需要变革应试导向,高等教育需要调整学科现状,社会教育需要改变职业固化.更需要明确的是,教师角色是不可替代的,应实现人机共处,共促教育高质量发展.其中,关键在于转变师生对"人工智能+教育"的认识,更新技术、知识的原有观念,最终实现教育现代化.
随着家校合作的不断深入,家校协同育人逐渐成为我国现代化教育改革的热点问题.然而,家庭教育与学校教育的边界模糊让学校教育向家庭教育的时空延伸,使家庭教育逐渐被"学校化";家庭教育与学校教育的权责混淆制约了家校合作的有序开展.那么,家校合作失效可以归因为:家长与教师间的沟通不充分导致信息不对称;家长与教师之间的地位不平等导致双方在教育认知上存在偏差;家长占有资源的阶层差异直接影响其参与家校合作的平衡性.基于纳什均衡理论视角对家校合作博弈中的相关利益主体进行深入剖析,可以发现,寻求共同的利益聚焦点,并紧紧围绕这个聚焦点,以立德树人为根本,形成真正的教育实践共同体,是促进家校合作深入发展的方向所在.
通过构建宏观审慎资本监管框架下的商业银行资本与风险调整的模型,考察在《资本管理办法》实施前后银行资本与风险的变化,进一步根据重要性将银行分成两个梯队,分析不同的监管条件对于不同系统重要性的银行风险和资本调整的影响,研究发现:(1)资本监管显著影响商业银行的风险调整,更高的资本监管要求可以降低商业银行的风险水平,增强银行体系的抗风险能力;(2)根据宏观审慎资本监管对不同系统重要性银行的研究结果,中国系统重要性银行尚不存在利用"大而不能倒"的地位来进行恶意竞争,但非系统重要性银行存在资本补充压力,会偏向选择采用调整风险达到更严格的资本要求;(3)不管是宏观审慎管理还是微观审慎管理都要重视贷款集中度对于银行风险的影响;(4)监管部门可以按照商业银行对银行体系的风险贡献来实行差异化资本监管.
培养青少年的国家认同是实现中华民族伟大复兴的必要前提,学校教育是培养青少年国家认同的重要途径,教科书是实现国家认同的重要工具,重视教科书中的国家认同内容融入是加强爱国主义教育的一项重要举措.运用内容分析法,对人教版初中数学教科书从优秀传统文化、当代建设成就、中华民族精神、数学领域贡献四个维度进行国家认同融入分析发现,优秀传统文化和当代建设成就在人教版初中数学教科书中的融入较为丰富,数学领域贡献多偏重于古代,对近现代的挖掘不足,中华民族精神的融入还有待深耕.
沈从文少年从军时期初识文物,开启了他对生命意义的探索,生命理性就此觉醒.抗战时期,沈从文任教于西南联大,频繁接触带有浓郁地域特色和古典色彩的文物,生命意识更加成熟,逐步形成"美在生命"的观念.中华人民共和国成立后,沈从文以物质文化研究为主业,认识到人在劳动创造中将有限的生命转化成无限,将喜怒哀乐的生命具象化,才能获得恒久的魅力和价值.文物作为凝聚着历史记忆、审美观念、精神文化的载体深刻地影响了沈从文的感知力、情感力和创作力,成就了他的文学情缘、文化情缘与生命情缘.
ChatGPT等人工智能的高速发展给教育带来了巨大的影响,这种影响是机遇也是挑战.人工智能可以成为教育发展的新动力,但是它也冲击着传统的教育教学.教育的高质量发展需要促进人工智能与教育的深度融合.一方面,教师教学的能力需要提高,教学内容、方式需要改变,教师角色需要重塑;另一方面,基础教育需要变革应试导向,高等教育需要调整学科现状,社会教育需要改变职业固化.更需要明确的是,教师角色是不可替代的,应实现人机共处,共促教育高质量发展.其中,关键在于转变师生对"人工智能+教育"的认识,更新技术、知识的原有观念,最终实现教育现代化.
康德的艺术观以主体性的视角在个体的有限性与先验的无限性中,用天才精神为艺术立法,连通其哲学大厦的知性与理性,实现经验与先验的共通.艺术作为艺术鉴赏中先天条件的共通感具体传递形式而存在,成为具有主体性的经验部分与天才精神不可言说的先验部分.海德格尔反思与发展康德的艺术观,悬置经验部分的主体有限性,继承其先验部分的"精神",将艺术中"存在"的"真理"解蔽.在此意义上"真理"与"天才"精神中的理性理念都是艺术的"存在","真理"即为"天才"精神中不可言说的部分.
厘清农户采用绿色有机农业生产方式的关键影响因素,有助于制定科学有效的政策促进农业绿色发展.有机农业技术是当前全球一致认可的关键绿色农业生产方式之一.基于有机农业发展较好的湖南湘西地区的农户调查数据,采纳Logistic回归探析方法对农户采用绿色农业生产方式的影响因素进行研究,结果表明:(1)所属县区、合作组织、合作关系、销售方式、化学农药、农地面积等变量的回归系数较为显著,且均正向影响农户绿色农业生产方式的采用;(2)文化程度、家中是否有村干部、户主年龄、家庭年纯收入、农业收入占家庭年收入的比例等因素未能通过显著性检验,对于农户绿色农业生产方式采用没有影响.因此,政府可通过促进农村土地流转、加强合作社建设和建立完善的有机农产品销售体系等措施推进农户采用绿色农业生产方式.
