浅析以人为本的思想政治理论课教育

面对大发展大变革大调整的世界格局,大学生的思想、道德及价值观念都受到了各种各样的挑战。加强和改进高校思想政治理论课教育教学,提高其科学化水平,具有重要的理论意义和实践意义。     

以人为本，构建和谐校园

从以学生和教职工为本构建和谐校园两方面，论述了以人为本理念在高校发展建设中的作用。只有在以人为本的指导思想下，充分挖掘和调动每个人的积极性和主动性，在和谐的校园环境下，才能提高高等教育水准。     

以人为本做好医院思想政治工作

思想政治工作是维持医院正常运转不可缺少的一部分,要想在当前形势下做好这项工作,我们必须秉承以人为本,即始终坚持以医护人员全面发展为目标,以医护人员群体根本利益为根本出发点,对医护人员精神文化需求以及物质生活需求给予必要的重视、尊重以及满足。基于此,医护人员科学文化素质以及思想道德素质才能由思想政治工作得到提升,最终推动医院健康发展。     

以人为本：大学生思想政治教育的核心理念

大学生思想政治教育面临多元文化的困扰、价值天平的摇摆、生活方式的改变和人格塑造的缺失等诸多新问题,然而,陈旧的教育观念、单一的教育方式、简单的教育内容导致大学生思想政治教育实效性不高、针对性不强。破解新问题、提升实效性的根本在于重塑以人为本的大学生思想政治教育核心理念,在此理念下,创新大学生思想政治教育的观念、方式和内容。     

高校思想政治教育中以人为本的研究

大学生的人生观和价值观都有了一定程度的建立,已经可以较好的进行事情的辨析,很多事情更是有自己的见解。但是不可否认的是由于社会阅历较浅,很多观念的建立并不正确或者较为偏激,还需要进行更好的引导使其得到更好地发展,以人为本的高校思想政治的教育便显得较为重要。本文将针对目前我国高校中存在的问题进行分析,并寻找相应的解决策略以期找到更好的方式进行思想政治的教育。     

构建“以人为本”的思想政治教育理念

在现代意义上，“以人为本”的本位是现实的人、价值目标是人的需要的满足、价值原则是人的主体性。传统的思想政治教育方式不能适应现代社会发展的要求，其中一个重要原因就是“以人为本”理念的缺失。为此，必须构建“以人为本”的思想政治教育理念，用以指导思想政治教育实践。     

以人为本理念下的公路思想政治工作探讨

以人为本这一概念自从提出后就被广泛运用在各个方面。随着社会的公平和谐,以人为本越来越成为各行各业管理者所遵循的准则,一个企业一个单位要想发展起来,必须做到以人为本,本文将就以人为本在公路思想政治工作进行探讨。     

关于以人为本推进大学生思想政治教育

大学生思想政治教育是高校党建工作的重要方面。新时期的大学生思想政治教育应以科学发展观为指导,全面贯彻落实近几次全国高等学校党的建设工作会议精神,坚持以人为本,充分发挥大学生的主体性,结合大学生的学习、生活、思想实际和大学生的心理发展特点,积极推进大学生思想政治教育,不断提高大学生思想政治教育的针对性、实效性、吸引力和感染力。     

“以人为本”做好官兵思想政治工作

思想政治工作是针对人而做，文中论述了军队中的思想政治工作应“以人为本”，从准确把握官兵思想特点入手，建设高素质的军人队伍，发挥军人的积极性和创造性，最终实现军队与军人的全面发展。     

试论“以人为本”理念下的思想政治教育的着力点

"以人为本"的理念是思想教育的一个重点,以人的精神、人的思想、人的价值观、世界观、人生观作为思想教育的着力点,是本文重点讨论的思想政治教育的方向。以人为本:必须从学生的利益、角度来进行分析,介入思想教育的重点,提高综合素质的同时,还为未来的发展做好准备,对学生来说是能够影响终身的思想政治教育。     

澳大利亚环境与可持续发展教育体系与模式分析

从环境与可持续发展教育理论的产生,简要介绍了澳大利亚环境与可持续发展教育体系的构建,以及澳大利亚全民、全社会、全方位的环境与可持续发展教育模式和开放性、全面性、多样性、整合性、实践性的教学模式。     

A Model for Distance Education Delivery

Distance education, which has existed for many years, has become even more popular as a result of recent technological advances. This article proposes a model for distance education as a means for schools of social work to deliver curricula to students who face problems enrolling in campus-based or off-campus sites. The components of the model—videotapes, an on-site discussion leader/field instructor, computers, and direct observation by field instructors—fit well within the general requirements of group interaction in the delivery of a social work curriculum. Problems that may arise using the model include the extra time and training required for faculty to produce videotapes, the recruitment of discussion leaders/field instructors, and how to structure the delivery system so students can practice interviewing, assessment, and other abstract concepts. The author also suggests means for evaluating the model as well as policy changes universities and schools of social work may need to effect to successfully implement distance education programming.     

大学生参与式心理素质教育

本文利用活动论、主体性、参与教育等有关理念,对当代大学生心理素质教育的消极倾向性和狭隘性等弊端进行了剖析,论述了参与式心理素质教育的理论基础;从主体、个性、自由、民主和发展等方面探索了当代大学生参与式心理素质教育的基本理念,并提出了有效的整体教育方略.     

Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

The Socialist Republic of Vietnam (hereafter Vietnam) has made extraordinary strides in terms of economic progress during the past two decades. Such rapid economic change has also created many social problems such as poverty, family abuse, substance abuse, HIV/AIDS, and mental health problems. Vietnam has taken steps to develop workforce capacity to ameliorate such challenges by investing in social work educational programs, including participation in an international collaborative initiative, the Social Work Education Enhancement Program (SWEEP). This article describes the procedures and process of the initial stage of the development of a competency-based social work curriculum in Vietnam through SWEEP. More specifically, this paper presents the following collaborative strategies between partners in Vietnam and the SWEEP team in the United States: conducting a needs assessment; providing trainings on competency-based education (CBE) to the partners in Vietnam; and receiving feedback from the partners to grasp the challenges at the early stage of development of CBE in Vietnam. While this article focuses on Vietnam, the SWEEP project can be a reference from which to develop social work education in other countries in regard to global collaboration for development of social work curriculum based on the CBE model.     

A Model of Comparative Ethics Education for Social Workers

ABSTRACT

Social work ethics education models have not effectively engaged social workers in practice in formal ethical reasoning processes, potentially allowing personal bias to affect ethical decisions.¹ Using two of the primary ethical models from medicine, a new social work ethics model for education and practical application is proposed. The strengths and weaknesses of specific extant social work and medical models are reviewed and addressed by the new model and its educational process. The development, components, and use of the social work model are detailed, and an education process example is provided.     

体验式道德教育探析

学生的德育管理和德育实践活动需要不断创新。体验式道德教育突破了陈旧的、进行说教式的德育模式，让学生在实践中自我体验，自我教育，丰富了学校思想道德教育的内容，促进学生的身心健康，完善学生的人格素质。     

Five-Way Experiential Learning Model for Social Work Education

Social workers exercise their practice skills by helping clients find strengths and solutions. In order to comprehensively practice skills for diverse client situations, it is crucial to practice and fine-tune the applications of various therapeutic approaches through clinical drills. This paper presents an experiential learning model, expanded from Kolb's Learning Cycle, which fits the dynamic pedagogical needs of the social work profession. It examines the implementation of the use of the ‘Five-Way Experiential Learning Model’ based on practice learning through personal reflections and professional evaluations. This practice learning study helped 79 MSW students define their ‘five-way learning’ and to analyze its impact on their acquisition of social work skills and clinical practice competencies. This process demonstrates the importance of the transtheoretical connection to achieve a better understanding of clients' situations through the process of change and peer input. Discussions will focus on the model elements, results on experiential learning, and ethical considerations.     

深层式学习模式透析

刚刚跨入高等学府的大一新生,面临着学习方式上的转型。开展新生教育不可忽视的一个内容就是引导学生掌握适合大学的学习方法。本文围绕着如何在大学新生入学教育中引导学生掌握正确的学习方法做出探讨。     

Principles and Application of the Cooperative Model in Continuing Education

This article sets forth a philosophy of cooperative planning for continuing education and lists eight major principles that guide its development A cooperative education planning venture between the Division of Continuing Education at the Boston University School of Social Work and Rhode Island groups spearheaded by social workers illustrates how the application of these principles culminated in the Rhode Island Consortium for Continuing Education in Social Welfare. Plans are currently underway to expand the concept to include other groups in order to build a state-wide model of continuing education in human service and community welfare.