The red gene,as the genetic code of the red culture,is the source of strength to promote young college students to practice patriotism in the era,with strong proletarian,national and scientific characteristics. Integrating the red gene into the patriotic education of young college students can enrich the content of patriotic education of young college students,innovate the form of their patriotic education,and extend the effect of their patriotic education,which has great significance for cultivating the patriotic feelings of young college students. In order to integrate the red gene into the patriotic education of young college students,we should strengthen the education of red culture to broaden the way of patriotic education for young college students,give full play to the educational effect of activities to enrich the content of their patriotic education,strengthen the role of media publicity to innovate the carrier of their patriotic education,and implement the function of practical education to improve the effectiveness of their patriotic education.
促进数学思维进阶是小学数学教育的重点目标,也是落实数学教学任务的关键举措.从小学数学学科内在发展实践来看,以符号认知和数学语言学习为出发点,以模型构建和系统化应用为落脚点,基本可以勾勒出小学数学思维进阶的序列.具体包括明晰与默会、认同与批判、再现与创造三个阶段,通过形象认知与逻辑推断、横向比较与纵向探究、思想具化与行为实践,逐步提高数学思维能力.在进阶过程中,一方面,以数学语言开展任务对话是小学数学思维训练的基础形态,围绕内涵与形式、注解与译文、问题与探究、预设与生成,深入开展数学语言本身认知练习、数学语言横向转化练习、数学对话任务执行练习、数学对话思维强化练习,为思维进阶提供必要条件和持续动力.另一方面,用建模思维推动学科实践是小学数学思维进阶的高级形态.应推动小学数学从对话到建模、片段到连贯、学思到践悟,加强思维赋能,优化模型设计,实化学科评估,深化实践共赢,真正以思维有效有序进阶,不断提高小学数学教学质效.
在我国全力推进融合教育的大背景下,基础教育学校正在做出深刻的变革以适应融合教育的发展,而教育的变革需要与之相适应的教育文化做支撑.特殊儿童的教育康复正经历从"技术取向"向"文化取向"的理念嬗变,在共生理论和多元智力理论的观照下,融合教育需要树立新的学生观和课程观.可通过培育教师"适异成长"的教育信念、制定全面且个性化的教育目标、设置学生需求导向的课程体系、采取全体学生受益的教育措施、建立多元化的学生评价机制来建构"适异而育"的融合教育文化.
The integration of “reason” and “Tao” is the methodology of accountability for academic misconduct in universities,and the fundamental basis for granting legitimacy to the behavior. Reason and effectiveness are two characteristics of effective academic accountability practice. It must be based on the generation principle,cure mechanism and accountability theory of academic misconduct to conduct reasoned accountability for academic misconduct. In order to carry out effective accountability for academic misconduct in universities,it is necessary to continuously optimize the academic accountability program along the line of “attribution of responsibility-program design-mechanism construction”.
Carrying out the legal education of ecological civilization is an inevitable requirement for universities to serve the construction of socialist ecological civilization,and also a practical need to promote the all-round development of college students in the new era. At present,there are some problems in the legal education of ecological civilization in universities,such as the lack of teaching practice,the lag of teaching content,and the weakness of teaching staff. In the practice of the legal education of ecological civilization in universities,we should strengthen the publicity and education of the legal concept of ecology to intensify the value recognition of the legal education of ecological civilization,combine classroom education with social practice to improve the teaching system of the legal education of ecological civilization,take the education of ecological legal norms as the core to update the teaching content of the legal education of ecological civilization,strengthen the faculty of ecological law to improve the level of the legal education of ecological civilization,improve the evaluation and supervision mechanism of teaching practice to ensure the teaching quality of the legal education of ecological civilization.
The high-quality training of rural primary-school teachers is conducive to promoting the development of rural basic education and promoting rural revitalization. Under the background of rural revitalization strategy,rural primary-school teachers have important significance in supporting rural basic education,saving human capital for rural revitalization strategy,and promoting rural cultural development. At present,there are some problems in pre-service training of rural primary-school teachers,such as the orientation of training objectives which can not meet the actual needs of rural primary-school education,the “rural”characteristics of curriculum settings which are not obvious,and the motivation of training objects which are mostly external,and the employment intention which is not firm. The pre-service training of rural primary school teachers requires normal colleges and universities to clearly define the training objectives,reasonably set the curriculum structure,and cultivate students’ firm belief in taking root in the countryside and serving the countryside. It also requires relevant departments to provide policy support,guide and affirm the social opinion of rural primary-school teachers as a guarantee.
农村留守儿童受教育权保障是义务教育法治的关键,教育是促进农村留守儿童实现社会阶层流动的过程.通过改革开放40余年间留守儿童义务教育法治保障的演进流变,对关键主线进行描绘,呈现教育法治历程图.并用罗尔斯正义理论的相关原则对留守儿童受教育权保障进行检视,提出强化相关法律,促进全国层面制度的顶层设计;加大政府主体责任,协同各方合作模式解决教育公平问题;关注自然禀赋,改善受教育权局限的不利处境;家庭教育监护职责的回归,进一步实现儿童亲情补偿;加强社会关怀,构建安全网来协调各方保护力量等措施,以此回应新时代公平而有质量的全新教育发展要求.
借助CiteSpace可视化软件,对2019至2021年三年来关于大中小学思政一体化的相关文献进行分析,结果表明:近三年来关于大中小学思政课一体化建设的研究未形成成熟的作者、机构合作网络;研究热点主要集中在内涵阐述、教师队伍一体化建设、当前一体化建设中存在的问题以及完善路径,呈现从宏观至中观再到微观的研究趋势;未来需要更多关注微观研究视野,更新研究方法,增强研究聚力.
技术为教学带来多元互动、丰富资源、数据分析、即时反馈等便利的同时,简化了教师机械化工作内容.但根据罗萨的加速批判理论,技术的加速发展也使教师陷入了时间阙如的状态之中,进而生成了"不进则退"的工作怪圈、"只增不减"的工作内容和"无处安放"的教育情怀三个层面的困境.以罗萨社会加速理论为支撑,通过重塑弹性自我认知、转变管理节奏以及寻回育人初心三种途径使教师摆脱"时间穷人"的桎梏,扭转技术漩涡所带来的工作困境.
针对"三新"(新课程标准、新教材、新高考)背景下开展议题式教学面临的新挑战和新任务,高中思想政治课开展议题式深度教学的策略是,教学目标要突出核心素养,议题要贴近学生生活,探究活动要精练有思维含量,教学内容要重视培养学生深度学习能力.通过议题式教学可真正地落实新课程标准要求,实现提高学生的核心素养和综合能力的目标.
Ideological and political theories teaching in all courses（IPTTIAC） of AI empowerment is a new concept of curriculum construction,which advocates the deep integration of intelligent technology and IPTTIAC. It can help enrich students’ learning experience,improve teachers’ teaching methods and the educational mechanism.However,AI and IPTTIAC currently are still in a simple coupling stage. While promoting the innovation and reform of IPTTIAC,it also brings such problems as technical defects,ideas and teaching ability. In the construction of IPTTIACof AI empowerment in the new era,we should take the reform of teaching concepts as the guide,the research and development of teaching technology as the support,and the improvement of teaching ability as the key. Only in this way can AI and IPTTIAC be deeply integrated,which promotes the teaching development.
随着城市化的快速发展,大量的农村青年涌入城市,外出打工,导致了大量的留守儿童.长期缺乏父母的关爱、陪伴、管理与指导,引发了农村留守儿童诸如英语成绩不及格率高,英语家庭作业完成情况不佳、错误率高,英语课堂表现不积极、注意力不集中,对英语学习不感兴趣等问题.以山西农村留守儿童英语学习状况为研究对象,采用问卷法、访谈法和个案研究等方法,对留守儿童英语学习问题的原因进行定量分析,并根据这些原因提出了相应措施:一是让留守儿童成为英语学习的主体,提升其英语学习兴趣;二是建立英语家庭作业评价体系,检测英语学习效果;三是改变传统课堂模式,建立以学生为中心的教学模式;四是要重视留守儿童的英语学习,提升其英语学习动力.
In the context of the new era,in order to explore the current situation and influencing factors of young college students’ sense of social responsibility,this study conducted a questionnaire survey on 1229 college students from five universities in Hebei Province. The results show that there are significant differences in the influence of college students’ gender,education background,professional achievement ranking and family economic level on their sense of social responsibility;there is a significant positive correlation between the belief in a just world,gratitude and sense of social responsibility;gratitude plays a partial intermediary role in the impact of the belief in a just world on social responsibility. Therefore,universities should pay attention to individual differences when cultivating talents required by the new era for the country. At the same time,they can cultivate young college students’ sense of social responsibility by improving their faith in the just world and strengthening their sense of gratitude.
批评议论主义视域下教育政策研究的兴起是对教育政策背后的权力关系、教育政策话语的权力博弈以及教育政策过程的徇私偏向等问题的积极回应.从理论逻辑上来讲,批评议论主义视域下教育政策研究以有限理性桎梏下教育政策的议论生成为逻辑起点、以议论生成过程中教育政策的偏见揭露为逻辑主线和以实现人的自由与社会的民主为价值旨趣.从实践逻辑上来讲,教育政策研究者应从社会背景、研究者、教育政策过程、政策背后的社会偏见与人的自由等五个维度展开教育政策的批评议论.
党的二十大报告站在历史发展、时代发展、世界发展的战略高度,向全世界庄严宣告要以中国式现代化全面推进中华民族伟大复兴.具体到教育领域,就是要依托中国所特有的历史文化和教育基础,坚定不移地走中国特色社会主义教育发展道路,在中国式现代化的理论和实践框架内着力打造中国式教育现代化的实践场景.在这一宏观叙事中,应当着重对中国式教育现代化的道德与伦理两种属性进行思考.一方面,要强调道德属性,遵循教育自身的通用道德性,保持中国教育的鲜明道德性,坚守中国教育的道德正当性,构建起中国化教育道德体系,把道德正当性作为具有中国特色的教育现代化发展的本质特征.另一方面,要强调伦理性,把伦理合理性作为面向现代化建设的中国教育发展的必备条件.面向现代化建设的中国教育发展要统筹道德与伦理,着力打造转化路径和生成渠道;统筹技术与伦理,打破融合发展的现实藩篱;统筹生命与伦理,打造良性发展的生态群落,以中国式教育现代化的建设发展为现代化强国建设提供智力和人才支撑.
随着经济的快速发展, 工商管理专业受到国家和社会的广泛关注.作为一门应用型学科,工商管理专业不仅研究赢利性组织经营活动的规律,还研究工商企业经济管理的理论、内容、措施与技术.随着我国产业结构转型升级以及经济高质量发展,越来越多的企业更加重视工商管理方面应用型人才的培养. 从本质上而言, 培养工商管理方面的应用型人才是国家战略实施的重要举措,也是社会发展的必然要求.
The high-quality development of doctoral education is an important task and inevitable trend of the development of doctoral education. From the perspective of Aristotle’s“Four-Cause Theory”to explore the high-quality development path of doctoral education,we can get meaningful reference and inspiration. From the perspective of“material cause”,reasonable planning of the scale of doctoral students is the basis and prerequisite for achieving high-quality development of doctoral education; from the perspective of formal cause,adjusting and optimizing the structure of doctoral education is an important means to achieve high-quality development of doctoral education;from the perspective of dynamic cause,improving the supporting conditions is an important driving force for achieving high-quality development of doctoral education;from the perspective of purpose cause,consolidating and improving social contribution is the ultimate goal of achieving high-quality development of doctoral education.
近年来,具身认知理论的兴起给教学思维研究打开了新的视角.具身认知与教学思维紧密联系、互为一体.在具身认知理论视角下,教学思维需要基于身体隐喻;教学思维具有身体动力系统的支撑;教学思维通过身体机制得以实践;教学思维紧密融合实际的教学情境.基于此,需要提高教师的体认意识,牢固教学思维的存在根基;充分调动教师的身体机制,借以寻找教学思维的触点;调节身体的预设准备与生成体验,以便教学思维灵活运用;利用"身体图式"与情境互动,促进教学思维的意义生成.
The Netherlands has a developed and mature vocational education system,and can continuously exports a competitive labor force, providing strong support for social stability and economic development. A well-functioning vocational education system is inseparable from standardized institutional support and organized implementation. The Dutch vocational education system is affected by such three factors as history,society（politics）and culture from its establishment to its maturity. The accommodation,coordination and joint action of the Dutch vocational education system on the relevant interest communities can provide a reference for the improvement of China’s vocational education system.
去行政化是我国基础教育管理体制改革的关键问题和集中体现.中小学校长则是其中的关键对象.校长职级制旨在通过改革校长人事管理制度,摘除校长"官帽",进一步理顺政校关系,实现"促校长专业化,去校长行政化"目标.然而,校长职级制实施后,校长有形"官帽"虽被摘除,隐形"官帽"却依旧存在.以教育行政化表征校长"官帽"为研究出发点,梳理校长"官帽"由来,分析校长"官帽"弊端,总结改革有益实践,重点剖析校长隐形"官帽"表现,从校长"官帽""可摘""乐摘""顺摘"三个层面提出优化策略,助力改革真正摘除校长"官帽".
