立起新时代好学风的标准

学风不是小问题。学风实质是党员干部对待马克思主义的根本态度,反映的是旗帜鲜明讲政治的能力,关系党的事业兴衰成败。党的十八大以来,全党风气为之一振,政治生态焕然一新,但在学风上还存在不少突出问题,主要表现在:有的党员干部把工作忙没时间学习当成“光荣缺点”,有的把学理论学讲话当成“应景工程”,有的把参加学习和教育当成“规定动作”,有的陷于内容重复、时间空耗的“低端学习”,有的怀揣有用就学、无用不学的“功利思想”,有的抱着做好记录、应付检查的“留痕主义”,等等。

扭住“时度效” 培树好学风

习主席对改造学习、改进学风作出一系列重要指示,深刻指出,“学风问题是关系党的事业兴衰成败的一个重大政治问题”。培树新时代好学风,必须认真落实上级关于改进学风的措施,围绕“时度效”用功使劲,真正让学习成为撬动官兵素养和战斗力提升的有力杠杆。一、应“时”发力,确保学有方向、学得对头当前有些官兵面对知识爆炸学习内容多、工作繁重可用时间少的现实考验,学习的盲目性、随意性、无序性不同程度存在。解决好学什么、怎么学的问题,处理好工学矛盾、供需矛盾,已成为改进学风的当务之急。

用好学风 催生理论学习好效果

毛泽东同志早在延安时期就指出:“学风问题是领导机关、全体干部、全体党员的思想方法问题,是我们对待马克思列宁主义的态度问题、是全党同志的工作态度问题。”进入新时代,面对世界百年未有之大变局、面对中华民族伟大复兴的艰巨任务,广大党员干部更要发扬理论联系实际的优良学风,按照学懂弄通做实的标准要求。

锤炼新时代好学风

虎林市委理论学习中心组坚持以习近平新时代中国特色社会主义思想为指导,深入学习贯彻习近平总书记在深入推进东北振兴座谈会上的重要讲话和对黑龙江重要讲话、重要指示精神,坚持用好“五字诀”,力求在理论学习上学懂弄通做实,倡导知行合一,提升学习质效。抓住“深”字诀,全面系统跟进学。

小学班主任工作体会点滴

全面了解,努力使学生在德智体美等方面全面发展。培养积极分子,形成良好的班风。调动学生学习的积极性,形成良好学风。班主任应做到耐心教育,用心感化学生,爱护学生,尊重学生,就会把一个班级带好。

学党史要有好方法

习近平主席指出,在全党开展党史学习教育,是党的政治生活中的一件大事。高标准高质量地学好党史这门“必修课”,对学习教育方法提出了更高要求。树好学风确保学习质量。我们党历来重视学风,早在延安时期,毛泽东同志就身体力行,大力倡导好学风。如今,习近平主席反复告诫全党,学习上要严起来实起来,要坚持理论联系实际的马克思主义学风。如果没有一个好学风,学习中浅尝辄止、知行不一,党史学习教育就很难往深里走、往实里走、往心里走,难以达到“明理、增信、崇德、力行”之目的。

Relationship Between English Learning Strategies and Learning Style Preferences： An Empirical Study

In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.

An Analysis of the Impact of Language Learning Styles on Learning Strategy Preferences

This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.

Iranian English Foreign Language Learners＇ Learning Style Sensory Preferences and Their Speaking Strategy Use Across Proficiency

This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.

着力提升党委科学领导指导能力

习主席深刻指出:“新的征程上,我们必须坚持党的全面领导,不断完善党的领导。”贯彻统帅号令,省军区党委必须着力提升科学领导指导能力,推动实现高质量发展。涵养深厚扎实的理论素养,培塑政治领导力。党委有深厚理论素养,就能把握大势、抓住大事,始终从政治上领导和掌握部队;正副书记有深厚理论素养,就能增强洞察力、保持敏锐性,始终站稳政治立场、把牢政治方向。要学好用好习近平强军思想,充分运用学习成果,统一班子思想、凝聚官兵意志,持续纠治学而不信、学而不真、学而不深、学而不思、学而不用的不良学风,以好学风带动好文风、好作风。