微博视阈下高校思想政治教育路径构建

当前,微博成了最受人们热捧的信息传播和交流工具,可以说我们已经进入到了＂微时代＂。微博对乐于接受和追捧新鲜事物的大学生的思想和行为产生了巨大影响,同时也受到了高校思想政治教育者的高度重视。本文拟从微博的传播特征、微博给高校思想政治教育工作带来的机遇和挑战入手,探寻构建＂微时代＂高校思想政治教育的新路径。     

微格教学在动作技能教学中的应用研究

微格教学手段具有示范性强、反馈和评价及时的特点,能够及时有效地帮助受训者改进并提高实训水平,达到动作技能的实训要求。将微格教学理念渗透到对学生的动作技能教学中,创造动作技能的示范与反馈相结合的教学环境,从而改进动作技能教学方法,提高教学效果。     

利润分享制及其对我国的借鉴意义

本文首先介绍了利润分享制度的基本内容和理论发展情况。在对利润分享制度的宏观效能和微观效能进行分析的基础上,结合各国的政策实践,对利润分享制度在中国的适应性问题谈了一些自己的看法。     

微格教学与师范教育课程改革的理论与实践

本文认为,强化师范生课堂教学技能培训,有利于对其教师职业意识和技能的培养,同时指出强化师范生课堂教学技能培训的有效途径是开展微格教学。本文还给出了微格教学的实施办法。     

The revival of macrosociology: Methodological issues of discontinuity in comparative-historical theory

Three forms of discontinuity in social structure produce linked analogous problems about aggregates or wholes: discontinuity in units, discontinuity in time, and discontinuity in variables. Problems of macrotheory, of comparative-historical theory, and of levels of theory are analytically equivalent. Discontinuity in processes between different units produces macro-micro problems when processes involving individuals are different from processes involving larger aggregates. Discontinuity in time refers to the fact that in most dynamic processes, time does not appear homogeneous — if a process occurs in a century, that is not necessarily any reason to suppose that 1/100th of the process occurs in a year. Discontinuity in variables refers to the fact that all variables cannot operate coherently in the same explanatory system. These three discontinuities each produce problems of generalization and scope — problems getting from particular observed relationships to the underlying conditions and determinants of those relationships. For example, temporal discontinuity leads to problems of periodization and of stages. These problems are most visible in comparative-historical theory and they can only be resolved by comparative-historical data.