中职学生行为习惯养成教育遵循的原则

通过阐述中职学生行为习惯养成教育的意义,对中职学生的不良行为习惯进行了分析,提出了中职学生行为习惯养成教育应遵循的原则。     

浅析中学图书工作与学生养成教育

中学生养成教育是一项系统工程。中学图书工作在学生的养成教育过程中发挥着重要作用,影响深远。要按照优化图书藏书体系、做好图书宣传工作、加强图书利用教育、构建人性化的管理规范、发挥教师示范作用的思路,切实加强中学图书工作建设,为发挥中学图书工作对学生养成教育的重要作用创造条件。     

养成教育在学生学习中的作用

有人认为,养成教育、习惯培养不是一朝一夕就能形成的,需要下大力气才能收到成效,所以不必特意花费心血,只要把精力用在提高学生素质和学习成绩上就可以了。其实不然,养成教育在帮助学生形成良好的习惯和提高综合素质方面有着     

高职农类专业学生养成教育探究

养成教育是培养大学生良好行为习惯的重要手段，是促进大学生全面发展的重要途径。文章针对当前高职农类大学生在学习态度、公寓卫生、行为习惯、心理素质等问题，提出高职院校可以通过成立养成教育专项小组、辅导员各专项工作小组进公寓、坚持全员育人等养成教育措施加强高职农类专业大学生的养成教育。     

试论高校图书馆在学生养成教育中的作用

从目前大学生思想品德状况入手,探讨了高校有条件且有必要继续开展养成教育,而作为校教育辅助的图书馆同样有义不容辞的责任。在此基础上,分析了图书馆实施大学生养成教育的优势和开展此项工作的方法策略。     

高职五年一贯制学生素质养成教育探讨

高职五年一贯制招收的大多是中招分数低的学生。这些学生往往具有学习基础差、学习习惯差、自我约束力差、纪律意识差、心理素质差等特点。针对这些学生的实际情况,班主任可以从开展专题讲座入手,从思想上加强引导;从改变小毛病、小习惯着手,从生活上指导;从加强课堂纪律要求,布置难度适宜的作业入手,从学习上加强教导。多肯定,多鼓励,宽严相济,实施针对性较强的素质养成教育,有效地帮助学生形成良好的行为习惯,从而帮助他们树立自信,顺利进入专科阶段学习,早日成长成才。     

树立以学生为本的教育理念构建适合学生个性发展的教育教学环境

根据时代发展要求，围绕尊重学生意愿，发挥学生潜能这样新的教育理念，从学生专业志愿的选择、课程体系的构建、学籍管理制度、教学管理体制的改善等方面，探讨在学分制学籍管理制度下，如何构建适合学生个性发展的教育教学环境问题。     

中西方未成年人道德养成教育的差异

中西方未成年人道德养成教育的差异,主要体现在道德养成教育的根本目标指向,以及教育理念、教育内容、对教育阶段的划分和教育程序的设计上。比较和分析这种差异,并从中汲取有益经验,有利于当今我国对未成年人实施更加有效地道德养成教育乃至整个公民道德建设。     

浅谈农村小学生养成教育

著名教育家叶圣陶先生说过：＂教育是什么,简单的说,只有一句话,就是养成良好的行为习惯。＂这就道出了良好道德习惯的养成对于一个人的成长极为重要。养成教育是教育中最＂实＂的基础部分,也是教育＂质＂的指标。抓好养成教育才能使学生成为言行一致的人,因此只有加强养成教育,注意培养学生的良好道德习惯，     

合理构建五年制高职素质养成教育的课程体系

五年制高职所招生的学生总体而言,缺乏良好的学习习惯、学识水平普遍偏低、家庭对于学生的学业无法形成有效的管理,所以针对五年级高职学生的特点设置素质养成教育课程,构建起道德、身心、艺术、人际交往等四大体系融会贯通的课题体系,并在学生的五年学制内进行设计和安排课程,实现五年制连贯的素质养成课程的开设,辅助一定的课外实训和实践,并通过线上和线下课程联动的模式,为学生打造全方位、立体的素质养成课程体系,全面提升学生的个人素养,为他们将来的求学和工作奠定良好的基础。     

论高校大学生的心理健康教育

通过分析当前大学生心理健康问题，提出高校大学生心理健康的8个基本标准。认为心理健康教育应以教育大学生牢固树立正确的人生观，大力宣传普及心理科学知识和根据不同群体学生的心理特点有针对性地实施教育为主要内容；以与高校大学生的思想政治工作紧密结合，营造有利于心理健康的校园化氛围和建立心理健康档案，设立专门的心理咨询机构为主要方法和途径。     

浅论大学生的责任教育

责任教育是高校德育的一部分,在我国高校德育实践中责任教育还未能引起足够的重视。责任教育有研究和开展的必要性,高校应在德育中加强大学生责任感的培养,以实施责任教育。     

The Japanese science education centers

These six Japanese science education centers signify a sweeping reform of elementary and secondary school science teaching. They achieve their striking results because they are established on a permanent, local basis and are supported mainly by the local boards of education. They have avoided control by pedagogues and specialists in "education." Instead, they are operated by trained scientists and experienced school teachers who work together to devise programs specially suited to the needs of their teachers. With small and practicable steps, the teachers improve their understanding of methods which they can readily test in their own classrooms rooms and laboratories. The laboratory equipment in the science education centers is only slightly superior to that which the teachers have in their own schools, but superior enough to make them desire to improve their own facilities. Major facilities, such as x-ray machines, electron microscopes, telescopes (15-cm), and machine shops, as well as good working collections of minerals and fossils, and adequate greenhouses, permit the teachers to work with more expensive equipment, to gain a firsthand knowledge of its operation, and to bring groups of students to the center to observe what such instruments make possible. The use of American experimental course content improvement programs is widespread. Every science education center I visited is using PSSC, CHEMS, CBA, BSCS, or ESCP materials and studying the philosophy of these programs. Yet no center is entirely dependent on these programs, but uses them critically to supplement and improve its own courses. The emphasis is on good laboratory and field teaching as a basis for understanding scientific methods and concepts. Science as investigation and inquiry, instead of treatment solely as an authoritative body of facts, is coming into its own. The few defects of the science education centers of Japan inhere in the educational situation itself. The centers are at present inadequate to reach even a reasonable proportion of the science teachers within a 5-year, or even a 10-year cycle. The shortage of substitute teachers causes most of the courses to be far too brief for maximum effectiveness. Staff programming tends to be rather spotty instead of comprehensive. A major difficulty, frequently expressed, lies in the grim hold of the university entrance examination system over the science curricula of the lower schools. The university is the goal of every able student, for economic as well as intellectual reasons. To enter a university he must pass the examinations, which are established separately by each institution. The professor who makes out the examination questions therefore controls what must be taught and learned in the lower schools. This same rigorous control is in part reflected in the Ministry of Education syllabi, which must be followed by the teachers. Nevertheless, I found the men in the biological section of the Ministry of Education very enlightened and pressing for change. Many professors in the universities are also in the full current of modern biological thought, participate gladly in the programs of the science education centers, and would write examinations that emphasize interpreting data, applying tests to hypotheses, and drawing valid conclusions instead of merely memorizing and regurgitating facts. On the other hand, in many universities the upper positions are still filled by men to whom biology means classification rather than experimentation, morphology rather than biochemistry, organ physiology rather than cell biology. We cannot afford to discard taxonomy, morphology, or gross physiology-they are important parts of biology and will remain so. But they do not comprise all of biology-they are only a diminishing proportion of it. In Japan, as in the United States, the examination system must become more flexible. It must change with the development of science itself, must encourage scientific attitudes and cease defeating the introduction of new disciplines, new outlooks, new subject matter. The university and the examining boards in some educational systems indeed exhibit a rigor mortis. On balance, the science education centers in Japan may well represent the most significant educational experiment of our time. Their vitality, which springs from their local relationship to the prefectural schools and their permenent staffs, far exceeds in my own estimation that of most of the summer science institutes held in the United States, which lack that close relation to the local schools and which by their impermanency countenance ill-planned and ill-taught programs that are often little different from the usual summer school sessions. The best summer institutes in the United States are indeed very good, but far too few of them reach a passable standard. That is because, for the most part, their staffs are recruited quickly, teach their favorite subjects without much consideration of their appropriateness or suitability for improving science education in the lower schools, and depart without much contact with other members of the staff. What is needed is serious, continuous, prolonged, hard work devoted to the development of the right sorts of courses for renewing the training of science teachers. The Japanese seem to be achieving just that. We would do well, with our vast resources for the improvement of education, to emulate them. As they have profited by employing and improving upon our NSF supported programs in science education, we may likewise profit through the establishment of science education centers modeled on theirs.     

园艺本科教育目标定位中存在的问题与思考

园艺本科教育重在塑造人的思想和发展人的个性,培养志向远大、有责任感的高素质园艺专业人才。其目标定位应该是园艺领域拔尖人才的基础教育,是高级园艺专业人才的基层教育,为社会培养精技术、会经营、懂管理、身心健康的高素质园艺人才,是一种以专业教育为主,相关技能教育为辅的素质教育。     

大学生就业市场的类别、特点及培育

我国大学生就业市场经过几年来的发展,已初步形成以市场为导向、政府宏观调控、学生与用人单位双向选择的就业机制。它对我国人力资源的合理配置及优化人才结构起到积极作用,已经成为大学生就业的主要途径。本文分析了大学生就业市场的类型以及区别于社会人力资源市场的特点,对大学生就业市场的培育进行探讨。     

对创新高校学生思想政治工作的思考

创新是思想政治工作面临的新形势、新问题和新挑战的必然选择。高校学生思想政治工作的创新要体现时代性、把握规律性、富于主动性、突出针对性、注重提高实效性。     

大学生信息素质教育的现状分析与改进措施

分析了大学生信息素质教育的现状,提出了改进大学生信息素质教育的工作思路和措施,即开设信息素质教育必修课,融入专业课程考核体系,利用图书馆开展专业信息素质培训。

     

虚拟参考服务在大学生信息素质教育中的作用

分析了虚拟参考服务对信息素质教育的作用，提出了利用虚拟参考服务进行信息素质教育改变传统文检课的授课方式，利用BBS和FAQ加强信息道德教育，利用各种虚拟参考服务方式培养读者的信息意识和能力，并指出了只有更新技术设施、提高服务意识、加强技术培训，才能使虚拟参考服务在信息素质教育中充分发挥作用。     

我国医学生信息素养教育模式的构建

在全面了解国内外信息素养教育现状的基础上,结合美国MSOP计划,针对各层次学生不同需求提出了我国高等教育医学生信息素养教育模式,即“将信息素养教育扩展到医学教育的全过程、将教育内容扩展到信息素养需要的各方面和将信息素养教育与医学专业课程相结合”的两扩展一整合模式。阐述了各层次医学信息素养教育目标和内容,提出了具体的信息素养教育形式和实施方案,以及实现信息素养与医学专业教育整合的措施。     

1274名大学生对教育服务满意度的潜在剖面分析

目的分析大学生对学校教育服务的满意度情况。方法随机选取广东医学院全日制在校本科生1 274名,采用中国高等院校学生满意度测评指标体系对其进行教育服务的满意度测评,采用潜在剖面分析法进行分析。结果对教育服务满意、中度满意、不满意的比例分别是20.3%、57.7%、22.0%;与满意组比较,男生不易进入中度满意组,而大一年级学生不易进入不满意组。结论该校大学生对学校的教育服务满意度属于中等,男生和大一学生倾向于对教育服务给出满意的评价。