Moral education is a part of talent training.Based on the analysis of the current situation of moral education in colleges and universities,this study systematically analyzes the ideological and political position of ...Moral education is a part of talent training.Based on the analysis of the current situation of moral education in colleges and universities,this study systematically analyzes the ideological and political position of local college students,their ideological and moral character,as well as moral characterization through questionnaire,interview,induction,and factor analysis;then,the existing problems in moral education are summarized as follows:the mode of moral education is rigid,students'subjectivity and subjective initiative are disregarded,spoon-feeding is common,and a single theme is used.The form and content are not relevant to students'life,and they do not stimulate students'interest in learning;in addition,the effect of moral education is not evident.Based on the above problems,this study fully considers the students'subjectivity and subjective initiative.In line with the goal of moral education in colleges and universities,the ARCS model is constructed for moral education.Through pre-class flipped classroom,problem-based learning(PBL)during classes,as well as the summary and reflection after classes,the function of moral education for self-education,self-management,self-reflection,and sel&service can be realized.展开更多
The traditional culture of ethnic minorities embodies the spiritual pursuit of unique national value.It can be used as a valuable moral education resource and is of great significance to improve the effectiveness of m...The traditional culture of ethnic minorities embodies the spiritual pursuit of unique national value.It can be used as a valuable moral education resource and is of great significance to improve the effectiveness of moral education in colleges and universities in ethnic areas.At present,China has not paid enough attention to the development and utilization of moral education resources of the ethnic minority traditional culture,nor has it established and improved the relevant development and utilization mechanism.Taking the moral education spirit of the traditional Mongolian culture as an example,this paper analyzes its moral education value,points out the existing problems of moral education in colleges and universities in ethnic areas,as well as suggests strategies for the integration of moral education resources of ethnic minority traditional culture with the moral education in colleges and universities in ethnic areas.展开更多
China’s traditional national music is an art form formed by the working people and art pioneers to express their emotions during thousands of years of productive labor.National music not only contains emotional stori...China’s traditional national music is an art form formed by the working people and art pioneers to express their emotions during thousands of years of productive labor.National music not only contains emotional stories that are capable of evoking praises and tears,but also has a profound understanding of the lives of sages.In summary,integrating college music education with national music culture can allow students to deeply discover music,thereby stimulating students’enthusiasm for learning music,improving students’learning quality,mastering the core parts of music learning,and helping students to go a long way in music.This article mainly focuses on the characteristics and educational value of national music culture,and its effective integration with music education in colleges and universities.This article can help relevant workers in college music education and promote the sustainable development of music education in colleges and universities in China.展开更多
Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and ...Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and their reaso ns for rati ng values at differe nt levels of importance.Design/Approach/Methods:The study involved Years 7 and 8 Pasifika students from two low-socioeconomic middle schools.Students selected their most and least important mathematics educatio nal value stateme nts on a survey.Semi-structured in dividual in terviews were used to investigate their reasons for selecting the values.Findings:The mathematics educational values ranked highly by the greatest percentage of students were practice,family,respect,and persistence.In contrast,the values of accuracy and utility were rated as least importa nt.Stude nt in terview data revealed comm on alities in accou nting for the importance of different values.The findings indicate an intersection between the mathematics educational values and cultural values of Pasifika people.Originality/Value:There have been few studies that have explored the mathematics educational values of Pasifika stude nts.The curre nt study provides in sight into why specific values are importa nt to Pasifika students and how these may in flue nee classroom in teractions.The use of stude nt interview data wide ns the existi ng literature focused on values in mathematics education.展开更多
The aim of this study is to have an analysis of the plot and the characters in the novel,Agnes Grey,in terms of the perspectives of education and culture.Anne Brontë’s first novel focuses on the life of Agnes,wh...The aim of this study is to have an analysis of the plot and the characters in the novel,Agnes Grey,in terms of the perspectives of education and culture.Anne Brontë’s first novel focuses on the life of Agnes,who is a young governess living in the Victorian era.In the novel,the narrative shows a period of time in English literature,when industrialization has a significant impact on the aspects such as social life and education,in a way in which women experienced many kinds of struggles for holding on to their lives and reaching their dreams.Agnes Grey,the main character of the novel,came from a middle-class family.She lived to tell the adventures of starting her career as a governess,and the difficulties she experienced.It didn’t take long for Agnes,who started her first experience with the Bloomfield family,to face the rich upper-class culture and see the difficulties in educating children from another social class.The Murray family,with whom she stayed for a longer time,was the place where Agnes gained expression that extended into the adulthood.Agnes’teaching shows not only a kind of class struggle,but also a balance between the dialectical poles of the ideal and the reality.Agnes returned,in her adulthood,to her family with her teaching experiences.By keeping a concept of love in her mind,Agnes would be able to have the sense of reality in which culture and education came to offer.展开更多
In the process of education and teaching,teachers should not only impart systematic scientificknowledge to students,cultivating their ability to solve problems,but also seize the opportunity to permeate moraleducation...In the process of education and teaching,teachers should not only impart systematic scientificknowledge to students,cultivating their ability to solve problems,but also seize the opportunity to permeate moraleducation among students.Junior high school students are in the stage of puberty,and great changes have taken placein their physiology and psychology.Teachers should serve as a guide on the aspect of their moral cognition,moraljudgment and moral behavior.English,as an important subject,plays an important role in middle school's education.Bandura's Social Learning Theory emphasizes the importance of self-efficacy and observation in students’learning.Itis a"good dose"for moral education in junior high school English class.Not only will it help teachers to improve thequality of English class teaching,but also improve students’moral qualities and overall development.展开更多
Looking at the current public English culture teaching classroom in higher vocational colleges,the main problems are that the classroom focuses on grammar knowledge and language learning,and the cultural explanation i...Looking at the current public English culture teaching classroom in higher vocational colleges,the main problems are that the classroom focuses on grammar knowledge and language learning,and the cultural explanation is not in-depth;The classroom is centered on European and American culture and lacks the complementary and integrated teaching of Chinese culture;The teaching method of Chinese culture adopted by teachers is relatively single and lacks the cultivation of cross-cultural communication awareness.In the process of teaching,a variety of teaching methods are used together to introduce Chinese cultural elements by comparing Chinese and English cultures and combining with hot current events;To guide students to look at cultural differences with a dialectical attitude and inclusive perspective,to establish their own national identity and cultural self-confidence,to actively spread and promote Chinese culture in cross-cultural communication activities,and to improve their twoway communication ability can effectively strengthen Chinese cultural education.展开更多
Aesthetic education not only exists in the classroom,but also in the urban living environment.The development of this environmental aesthetic education function is often accompanied by the development and change of ur...Aesthetic education not only exists in the classroom,but also in the urban living environment.The development of this environmental aesthetic education function is often accompanied by the development and change of urban landscape.Urban agricultural landscape is an organic part of modern urban landscape.It is different from machines or buildings in general urban production and life.Its local aesthetic value should be fully recognized and excavated.This is mainly reflected in the beauty of traditional agricultural skills,agricultural landscapes,and agricultural activities.At the same time,according to the different ways of interaction between people and the environment(ways of receiving aesthetic education),the development mode of vernacular aesthetic education of urban agricultural landscape can be divided into three:viewing mode,short-time contact,and long-time immersion.展开更多
文摘Moral education is a part of talent training.Based on the analysis of the current situation of moral education in colleges and universities,this study systematically analyzes the ideological and political position of local college students,their ideological and moral character,as well as moral characterization through questionnaire,interview,induction,and factor analysis;then,the existing problems in moral education are summarized as follows:the mode of moral education is rigid,students'subjectivity and subjective initiative are disregarded,spoon-feeding is common,and a single theme is used.The form and content are not relevant to students'life,and they do not stimulate students'interest in learning;in addition,the effect of moral education is not evident.Based on the above problems,this study fully considers the students'subjectivity and subjective initiative.In line with the goal of moral education in colleges and universities,the ARCS model is constructed for moral education.Through pre-class flipped classroom,problem-based learning(PBL)during classes,as well as the summary and reflection after classes,the function of moral education for self-education,self-management,self-reflection,and sel&service can be realized.
基金This study was supported by the 2021 Scientific Research Project of Colleges and Universities in Inner Mongolia Autonomous Region:Research on the Construction Path of Moral Education Community in Colleges and Universities in Ethnic Minority Areas in the New Era-Taking Inner Mongolia as an Example(Phased achievements of njsy21033).
文摘The traditional culture of ethnic minorities embodies the spiritual pursuit of unique national value.It can be used as a valuable moral education resource and is of great significance to improve the effectiveness of moral education in colleges and universities in ethnic areas.At present,China has not paid enough attention to the development and utilization of moral education resources of the ethnic minority traditional culture,nor has it established and improved the relevant development and utilization mechanism.Taking the moral education spirit of the traditional Mongolian culture as an example,this paper analyzes its moral education value,points out the existing problems of moral education in colleges and universities in ethnic areas,as well as suggests strategies for the integration of moral education resources of ethnic minority traditional culture with the moral education in colleges and universities in ethnic areas.
文摘China’s traditional national music is an art form formed by the working people and art pioneers to express their emotions during thousands of years of productive labor.National music not only contains emotional stories that are capable of evoking praises and tears,but also has a profound understanding of the lives of sages.In summary,integrating college music education with national music culture can allow students to deeply discover music,thereby stimulating students’enthusiasm for learning music,improving students’learning quality,mastering the core parts of music learning,and helping students to go a long way in music.This article mainly focuses on the characteristics and educational value of national music culture,and its effective integration with music education in colleges and universities.This article can help relevant workers in college music education and promote the sustainable development of music education in colleges and universities in China.
文摘Purpose:This article investigates the mathematics educational values of Pasifika students in New Zealand.It draws on student voice to examine Pasifika students'understanding of mathematics educati onal values and their reaso ns for rati ng values at differe nt levels of importance.Design/Approach/Methods:The study involved Years 7 and 8 Pasifika students from two low-socioeconomic middle schools.Students selected their most and least important mathematics educatio nal value stateme nts on a survey.Semi-structured in dividual in terviews were used to investigate their reasons for selecting the values.Findings:The mathematics educational values ranked highly by the greatest percentage of students were practice,family,respect,and persistence.In contrast,the values of accuracy and utility were rated as least importa nt.Stude nt in terview data revealed comm on alities in accou nting for the importance of different values.The findings indicate an intersection between the mathematics educational values and cultural values of Pasifika people.Originality/Value:There have been few studies that have explored the mathematics educational values of Pasifika stude nts.The curre nt study provides in sight into why specific values are importa nt to Pasifika students and how these may in flue nee classroom in teractions.The use of stude nt interview data wide ns the existi ng literature focused on values in mathematics education.
文摘The aim of this study is to have an analysis of the plot and the characters in the novel,Agnes Grey,in terms of the perspectives of education and culture.Anne Brontë’s first novel focuses on the life of Agnes,who is a young governess living in the Victorian era.In the novel,the narrative shows a period of time in English literature,when industrialization has a significant impact on the aspects such as social life and education,in a way in which women experienced many kinds of struggles for holding on to their lives and reaching their dreams.Agnes Grey,the main character of the novel,came from a middle-class family.She lived to tell the adventures of starting her career as a governess,and the difficulties she experienced.It didn’t take long for Agnes,who started her first experience with the Bloomfield family,to face the rich upper-class culture and see the difficulties in educating children from another social class.The Murray family,with whom she stayed for a longer time,was the place where Agnes gained expression that extended into the adulthood.Agnes’teaching shows not only a kind of class struggle,but also a balance between the dialectical poles of the ideal and the reality.Agnes returned,in her adulthood,to her family with her teaching experiences.By keeping a concept of love in her mind,Agnes would be able to have the sense of reality in which culture and education came to offer.
文摘In the process of education and teaching,teachers should not only impart systematic scientificknowledge to students,cultivating their ability to solve problems,but also seize the opportunity to permeate moraleducation among students.Junior high school students are in the stage of puberty,and great changes have taken placein their physiology and psychology.Teachers should serve as a guide on the aspect of their moral cognition,moraljudgment and moral behavior.English,as an important subject,plays an important role in middle school's education.Bandura's Social Learning Theory emphasizes the importance of self-efficacy and observation in students’learning.Itis a"good dose"for moral education in junior high school English class.Not only will it help teachers to improve thequality of English class teaching,but also improve students’moral qualities and overall development.
文摘Looking at the current public English culture teaching classroom in higher vocational colleges,the main problems are that the classroom focuses on grammar knowledge and language learning,and the cultural explanation is not in-depth;The classroom is centered on European and American culture and lacks the complementary and integrated teaching of Chinese culture;The teaching method of Chinese culture adopted by teachers is relatively single and lacks the cultivation of cross-cultural communication awareness.In the process of teaching,a variety of teaching methods are used together to introduce Chinese cultural elements by comparing Chinese and English cultures and combining with hot current events;To guide students to look at cultural differences with a dialectical attitude and inclusive perspective,to establish their own national identity and cultural self-confidence,to actively spread and promote Chinese culture in cross-cultural communication activities,and to improve their twoway communication ability can effectively strengthen Chinese cultural education.
基金The 2021 Project of Aesthetics and Aesthetic Education Research Center of Sichuan Key Research Base of Social Sciences,“Study on the Development of Urban Agricultural Landscape Resources from the Perspective of Vernacular Aesthetic Education”(Project Number:21C032).
文摘Aesthetic education not only exists in the classroom,but also in the urban living environment.The development of this environmental aesthetic education function is often accompanied by the development and change of urban landscape.Urban agricultural landscape is an organic part of modern urban landscape.It is different from machines or buildings in general urban production and life.Its local aesthetic value should be fully recognized and excavated.This is mainly reflected in the beauty of traditional agricultural skills,agricultural landscapes,and agricultural activities.At the same time,according to the different ways of interaction between people and the environment(ways of receiving aesthetic education),the development mode of vernacular aesthetic education of urban agricultural landscape can be divided into three:viewing mode,short-time contact,and long-time immersion.