“三全育人”理论支持下大学生思想政治教育的实施与改革

为全面提升大学生的思想政治境界,打造更为和谐的高校教育氛围,在"三全育人"理论支持下提出大学生思想政治教育的实施与改革方法。在价值模式含义的基础上,根据特征理论依据,确定运作机制的具体内涵价值,完成高校"三全育人"模式的运作机制研究。并通过分析突出问题的方式,对问题产生原因进行简述,完成大学生思想政治教育的实施现状审视。再从人才培养目标建立、思政学科建设、教育队伍打造三方面,对教育改革具体策略进行完善,实现"三全育人"理论支持下大学生思想政治教育的实施与改革。     

积极心理学视角下大学生心理健康教育实效性研究

积极心理学是当今时代下心理学界所兴起的一种全新的研究领域,并在一定程度上应用到了大学的心理健康教育当中,从而能够在一定程度上,增加教育的时效性。通过积极心理学的教学观念,将心理学视角下的健康教育深入大学生的日常教学当中,进而能够深入挖掘以及培养大学生的积极心理品质,全面优化大学生的心理教育的环境,进而用更加先进的积极心理学理念,指导并帮助大学生构建更加完善的心理观念。     

农民工生存现状与和谐城市构建

城市化进程中的民工潮是中国由传统农业社会向现代工业社会过渡的大势所趋。随着城镇二三产业发展加快,农民工进入城市的人数逐渐增多,已经事实上成为城市建设者和生存者的一员（社会阶层）。但在城市GDP大幅增长的同时,农民工与城镇居民在现实生活方面的差距却越来越大,已经严重地影响到社会的稳定发展。当前,农民工的生存、发展同题应当引起各级政府部门的高度重视。只有真正做到农民工在政治权益、经济待遇上的公平、公正,才能保证社会的和谐发展。     

交汇契合与并行发展——探寻高等师范教育改革与基础教育改革的共同之路

基础教育与高等师范教育是人才成长的摇篮,而且是教育的两个不同等级的环节.基础教育对中小学生基本素质的形成与知识能力的培养起着不可替代的作用,基础教育质量的提高取决于中小学教师质量的提高;高等师范教育及高等师范院校是学生素质提升与能力提高的关键时期,高等师范教育的目标是为基础教育服务,双方的合作与交流是成功培养人才的需求和必由之路.     

The development of social work education in Russia since 1995

This article presents the findings of a four-year survey on the development of social work education in Russia from 1995 to the present day. Through a series of questionnaires, interviews and discussions with Russian academics, practitioners and students, the study looks at a variety of issues including the high rate of attrition. It focuses on aspects of students’ practice placements such as the type, length and quality of practice placements, the students’ workload and the supervision provided. It also looks at the contribution that international collaboration has made to the development of social work education in Russia.

The survey concludes that there is a need to enhance the overall package for social workers and raise the status of the profession in order to retain qualified personnel. Longer practice placements which start in the first year and are adequately funded and supervised are seen as the key to retaining new graduates. It concludes that although international projects have made a difference to those participating at the time, it is difficult to disseminate these benefits beyond the immediate region. Now that international funding to Russia has been reduced it is critical that any remaining funding is accurately targeted and properly coordinated.     

从《日本杂事诗》的修改看黄遵宪日本观的嬗变

作为国内最早出现的介绍日本明治维新的著作之一,《日本杂事诗》对于当时国人了解日本、认清中国面临的问题和发展的方向起到了重大作用,在中国近代史上产生了巨大影响。《日本杂事诗》的“定本”和“原本”之间有很大的不同,黄遵宪在《日本杂事诗》出版十余年后对其进行有意识的修改,包含着对日本的重新审视和评价。通过考察两者之间的差异,可以看出通过担任驻日文化参赞等一系列外交职务,黄遵宪的思想观念发生了巨大变化,近代民主观念逐步形成,对日本的认识也进一步深化。这无疑代表了当时先进的中国近代知识分子日本观的嬗变。     

以人为本的教育理念与高校德育

把学生培养成全面、协调发展的人;重视学生在教育、教学中的主体地位;尊重并合理地引导每一个学生的个性和差异性。高校德育要贯彻和落实以人为本的教育理念需要从思想认识上解决“三个统一”:德育本身是目的与手段的统一;德育对象是权利与义务的统一;德育出发点是理想与现实的统一。     

民办高等教育发展的动因分析与对策

从制度安排论、需要驱动论和机制优势论三个方面对民办高等教育发展的主要动因进行了分析,在此基础上对民办高等教育的今后发展提出了建议。笔者认为,在充分认识市场和民办高校的作用、要求、特征、规律的基础上,政府对民办高等教育发展合理规划,以适当的方式促进和规范民办高校的运行,对民办高等教育的发展至关重要。     

Breaking through the silence in antenatal care: Fetal movement and stillbirth education

BackgroundFetal movements are a key indicator of fetal health. Research has established significant correlations between altered fetal activity and stillbirth. However, women are generally unaware of this relationship. Providing pregnant women with information about the importance of fetal movements could improve stillbirth rates. However, there are no consistent fetal movements awareness messages globally for pregnant women.AimsThis study aimed to explore the antenatal care experiences of Australian mothers who had recently had a live birth to determine their knowledge of fetal movements, the nature and source of that information.MethodsAn online survey method was used for 428 women who had a live birth and received antenatal care in Australia. Women’s knowledge of fetal movements, stillbirth risk, and the sources of this knowledge was explored.FindingsA large proportion of participants (84.6%; n = 362) stated they had been informed by health care professionals of the importance of fetal movements during pregnancy. Open-ended responses indicate that fetal movements messages are often myth based. Awareness that stillbirth occurs was high (95.2%; n = 398), although, 65% (n = 272) were unable to identify the current incidence of stillbirth in Australia.ConclusionWomen who received antenatal care have high-awareness of fetal movements, but the information they received was inconsistent. Participants knew stillbirth occurred but did not generally indicate they had obtained that knowledge from health care professionals. We recommend a consistent approach to fetal movements messaging throughout pregnancy which focuses on stillbirth prevention.     

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention

The 1962–67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964–65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.