浅析当代大学生如何做好课堂笔记

课堂教学是学生获取知识和技能的主战场,学生做好课堂笔记对学习非常有益。要学生做好课堂笔记,师生必须共同努力,教师应备好课,讲好课,写好板书,做好PPT;学生应做好充分的准备,掌握记课堂笔记的技巧,用笔记搞好复习,巩固知识加强记忆。     

应用心理硕士与应用心理学硕士培养方案的比较

应用心理硕士作为新开设的专业性硕士学位,与学术性学位中的应用心理学硕士有相似之处。文章对西南大学应用心理硕士专业学位研究生培养方案与其应用心理学硕士学术学位研究生培养方案进行了比较,剖析了二者的异同。     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

邓小平四川藏区民主改革思想与实践

民主改革是20世纪中后期中国共产党采取协商方式,领导部分边疆民族地区上层人士及劳动人民,开展以废除奴隶制或农奴制、消除剥削压迫、土地改革为中心的社会改造。建国初期,邓小平等依据民主主义的任务,结合民族地区实际,提出采取协商方式、实行宽大措施开展土改的构想。再经总结,提升为民主改革（和平协商土地改革、直接过渡）,载之宪法,成为共产党的“既定方针”,改造部分民族旧社会形态。即使采取协商方式开展改革,也有可能遭到反对。针对叛乱,邓小平确定“政治争取为主与军事打击结合”的方针,组织群众,平息叛乱,保障改革、坚决改革。在改革上,邓小平及时作出指示,引导改革顺利开展,确定“发动群众、上层协商”的改革方针。“发动群众”表明改革依靠群众;“上层协商”反映用“赎买”施以改革,从而形成有中国特色的社会改造方式。文章通过对为什么要改革、怎样改革、依靠谁改革,以及如何对待叛乱的分析,阐述了邓小平对民主改革的认识,也是邓小平解决部分民族地区社会形态的理论成果。     

格萨尔藏戏传承实践及文化表征

格萨尔藏戏将口头诗歌中的“歌”化为具体的表演行为动态实践,集声音、舞蹈、仪式和群体互动等多种形式于一体,是历史悠久、别具特色的藏戏剧种。格萨尔藏戏表演通过对古典时代民族民间文化的重构与想象,构成格萨尔史诗更丰富宽广的表达。作为文化象征的表述符号,格萨尔藏戏是口头传统研究中的表演民族志,其歌舞形态为本的言说系统,更贴近格萨尔史诗说唱本体,并重新廓清格萨尔史诗口传与书写之间复杂的关联,还口头说唱以本原。格萨尔史诗戏剧化表演实践与创新中的复合性、融合性、新生性特征和带有实验性的探索,使格萨尔藏戏经历新的蜕变。     

Role of Leaders as Agents of Negotiation for Counterbalancing Cultural Dissonance in the Middle East and North Africa Region

This study provides a unique perspective in the field of cross-cultural management by exploring the relationship between “cultural dissonance”—the gap between cultural values and actual practice—and effective leadership attributes in the Middle East and North Africa (MENA) region. Incorporating cultural dissonance into implicit leadership theory, the study uses measurements of dissonance on nine cultural dimensions to identify particular leadership preferences in seven MENA countries. The overall findings suggest that societies prefer leaders who counterbalance cultural dissonance by allowing space for negotiations by members of society to reduce disparities between cultural values—“the way things should be”—and actual practices—“the way things are.” The greater the disparity between cultural values and practices, the greater the citizens' desire that leaders act as agents of change by creating space for negotiation.     

新时代深化改革的风险与应对

全面深化改革是推动当今之世社会发展的巨大动力。但改革的全面深化也出现各种深层次的矛盾,加剧了各种风险的产生。横向风险、纵向风险、操作风险、外来风险交融共生,贯穿于改革全过程和各领域。有效应对改革风险,既要有敢做敢当、积极主动的态度,更要注重科学管理。应不断强化风险意识,增强风险识别能力;科学分析风险存在机制,准确评估风险承受能力;加快立法进程,依法管理风险;注重各机构协调运作,加强统筹管理。唯有如此,才能真正做到破浪前行,勇立潮头,为世界各国防范和化解改革风险提供有益借鉴。     

高校党外知识分子思想政治教育工作的传承与创新

高校是党外知识分子的集中之地。在新的社会条件下,做好高校党外知识分子思想政治教育工作,是高等教育全面、协调、可持续发展的重要保障。必须在坚持一致性和多样性统一的前提下,找到最大公约数,画出最大同心圆,为国家实施科教兴国、人才强国和创新驱动发展战略,为高校的改革与发展凝聚人心、汇聚力量。     

新时代侨校思想政治工作的价值定位和路径优化

侨校思想政治工作是高校思想政治工作的有机构成。进入新时代,要准确把握侨校思想政治工作的价值定位,直面当前侨校思想政治工作中所面临的价值观念多元化、工作队伍薄弱化和工作对象差异化的挑战,创新思路,统筹着力,牢牢掌握侨校意识形态工作的话语权,汇聚侨校思想政治工作的强大合力,构建分层化差异化的教育模式,增强侨校思想政治工作的时代性、针对性和实效性。     

Fabulachia: urban,black female experiences and higher education in Appalachia

Abstract

This article draws on focus group conversations with black female college students attending a small, liberal arts institution in Kentucky. Based primarily on group interviews and discussions, as well as observations and analysis – a theoretical domain (referred to throughout the article as ‘Fabulachia’) emerged as a site-specific outcome of events and ideas regarding race, gender and identity experienced by the research participants. Specifically, ‘Fabulachia’ functions as a theoretical hybrid space in which urban (e.g. ‘ghetto fabulous’) black college student-voices find a sense of empowerment as they construct their own narratives of leaving ‘the hood’ to attend college in rural Appalachia. This project revises and updates previous research on race and rural identity/ies in order to situate the urban black female experience into an Appalachian context. Drawing on hip hop feminism and urban education based theoretical paradigms, the Fabulachia study seeks to give voice to black females in contemporary Appalachia, with attention to their self-proclaimed ‘ghetto fabulous’ identities honed in and through their urban upbringings. The unique experiences of (Fabulachian) black females are an important and largely absent part of larger conversations of the growing body of Urban education research that seeks to situate the black student/black youth and schooling experience in the US. In the Fabulachia study, a group of black female students shared personal narratives (part-oral history and part direct response) to prompts and queries about the role of hip hop culture, race and gender identity in their lives. They also discussed and debated what it means to be a black female in contemporary (often racist) Appalachia, and about how their families and urban surroundings influenced their processes of being and becoming in the context of higher educational achievement.