转变观念推进高校思想政治理论课教学改革

在新的历史条件和背景下，高校思想政治教育工作面临着挑战和机遇。我们应进一步转变思想观念，切实推进高校思想政治理论课教学改革，不断提高其针对性、实效性和吸引力、感染力，努力使思想政治理论课成为深受学生欢迎、受益终身的重要课程。     

高校网络德育的实效性及实践探索

高校网络德育在理论上有探索但没有完成，在实践上有尝试但没有成熟，其实效性也就更难以保证。高校网络德育的要件与一般意义的德育基本一致，而高校网络德育主体与客体的“分离性”与“间接性”决定了其实效性要件具有相对特殊性。从其特殊性出发，学校采取可行的措施，教师积极参与，主动介入并引导学生网络生活，适当开展网络德育活动，是提高网络德育实效性的一条比较可行的途径。     

从投资风险角度分析我国高等教育投资问题及对策

我国高等教育正处于全面改革和发展阶段,在此过程中出现了需求的扩大与资金短缺的矛盾,这成为高等教育进一步发展的制约因素。文章对这一矛盾进行了分析,并从教育投资风险的角度探讨了原因,最后提出一些针对性的措施。     

民国初期全国性教育团体群落论

民国初期,以全国教育会联合会、中华职业教育社和中华教育改进社等为代表的全国性教育团体纷纷涌现并逐渐群落化。他们顺应时代的要求而产生,以不同定位满足教育界的不同需要;他们集中了教育界的优秀人物、当时著名教育家构成的群体成为社团群落的核心领导力量;他们都在不断的自我调适中找到了发挥作用的着力点,也形成了各自的特色,充分发挥了教育社团群落的社会作用。     

试论党的科教兴国战略思想产生的基本依据

党的科教兴国战略思想的产生，是建立在马克思主义科学理论基础上的；是扎根于中华民族几千年来兴国安邦历史底蕴上的；是历史中国、现代中国、当代中国客观发展要求的真实主观反映。从这个意义上讲，党的科教兴国战略思想产生的基本依据，在总体上表现为理论依据，历史依据和现实依据。     

Childhood roots of financial literacy

Financial literacy predicts informed financial decisions, but what explains financial literacy? We use the concept of financial socialization and aim to represent three major agents of financial socialization: family, school and work. Thus we compile twelve relevant childhood characteristics in a new survey study and examine their relation to financial literacy, while controlling for established socio-demographic characteristics. We find in a mediation analysis that both family and school positively affect the financial literacy of adults. Moreover, financial literacy and school related variables also have a direct effect on financial behavior. This suggests that family factors and schooling work through complementary channels.     

Evaluations of Social Work Education: A Critical Review

Since the introduction in England of the social work degree in 2002, there have been a number of significant changes to social work education culminating with the implementation of the Social Work Reform Board's innovations in 2013. This article critically explores the role of evaluations of changes in social work education and their implications for social work pedagogy. Evaluations can be linked to wider trends in society such as modernity, reflexive modernity, and the audit society. These wider influences affect the use of evaluations. A way forward for social work is proposed. Social work education needs to develop a critical pedagogy of hope to transform the profession's relationship not only to evaluations but to practise as well. The key message of this article is that evaluation studies of social work education mirror the underlying tensions of late modernity. Therefore, social work education needs to adopt a critical pedagogic approach to the use of evaluation research.     

Encouraging Creativity in the Social Work Classroom: Insights from a Qualitative Exploration

Creativity is vital to the learning process of social work students. Despite its importance, educators are still uncertain of ways to enhance creativity and translate it from classroom to practice. Therefore, this study examines social work student perspectives on ways to define creativity, infuse it into the classroom, and apply it as practitioners. This study qualitatively explores the open-ended insights of 37 social work students. Through an unguided semantic analysis and application of Kolb’s experiential learning theory, the following themes emerged: classroom, creativity, performance, activities, and ideas. These themes indicate that students believe that additional creative opportunities in their classrooms would eventually benefit them as practitioners. Further pedagogical emphasis on increasing student creativity through experiential learning activities would be beneficial.     

Social Work Field Educators' Views on Student Specific Learning Needs

Each year a significant proportion of students withdraw from placement in time to avoid penalty, while others fail. This article reports on a small field education research project that identified common learning issues for first placement students. Eighteen experienced supervising field educators (FEs), participated in semi structured focus groups, and identified repeat areas of difficulty in student learning that they had managed as supervisors. They also identified strategies that had been efficacious in supporting student learning. The research undertaken in 2010–2011 identified three specific themes relating to difficulties in student learning: specific student characteristics that required additional support; the university/FE partnership; student proficiency in using supervision. The findings suggest that a students' right to privacy must be considered in the provision of educational support, and that support is most effective when there is a strong partnership between the FE and university. In addition, further development of field education pedagogy may be needed to embed theory and skills related to the use of supervision and reflective learning.