After Forty Years of Reform and Opening up:A Multi-perspective Analysis of the Innovation and Development of Ideological and Political Education

In the past 40 years of reform and opening up,the political,economic and cultural exchanges and cooperation between China and other countries have been increasing.In particular,with the opening of the doors to the outside world,the intermingling and collision of various cultures and trends from the East and the West have affected the practice and development process of ideological and political education to a certain extent.With the continu­ous penetration of network technology,the ideological and political theoret­ical system under the leadership of the Party has been constantly innovated and improved.Although it has gone through the course of cancellation,restoration,development and then integration and deepening,it has also pointed out a series of new diversified development paths for ideological and political education.Therefore,against such a background,it is impor­tant to deeply understand the distinctive features of ideological and political education in the context of pluralism.Adhering to the principle of keeping pace with the times and the people-oriented education policy and exploring new paths,methods and means of ideological and political education in the context of pluralism are not only in line with the trend of development of the times,but also continue to promote the reform and development of ide­ological and political theory in the new era.

On China's Reform and Opening-up and the Evolution of the Views of Human Rights

The dominant human rights views in a country or region is closely related to the economic and social development of that country or region and is closely related to human rights practices. Since the launch of reform and opening-up, the development of China’s conception of human rights has gone through many stages. The changes of contemporary Chinese human rights conceptions have gone through the stages from the views of human rights to the theories of human rights, to the norms and practices of human rights, and human rights conceptions developed from avoidance to controversy, from passiveness to initiative, and from learning to construction, which reflects the continuous development of China’s human rights cause. By analyzing the journal records through a search of the human rights and its related keywords, it is possible to chart the evolution and historical context of contemporary Chinese human rights theory.

Discussion and Practice of Online and Offline Mixed Teaching Reform of Advertising Art Design Major in Open Education

Teaching reform is an important work indispensable for the long-term development of the open university,and it is also the development trend of the advertising art design major in open education to keep up with the new media era.Based on the current situation of advertising art design major in open education,this paper analyzes the necessity of implementing the online and offline mixed teaching reform in this major,and puts forward the specific teaching reform measures in three aspects.

Higher Education Reform for Computer Major Students in Open and Research Environments

This paper analyzes the requirement of professional computer talents in Chinese universities,and introduces the practice in innovative educational methods taken by Shandong University in an open and research environment.In order to improve educational quality,we have carried out a serial of reforms,including "Four Experiences" aiming at diversifying study environments and fostering their adaptability and extending their vision.Students are encouraged to join "Research Assistant" program and participate in scientific projects to improve their ability in research and innovation.They also conduct "Engineering Practice" to learn latest modeling and programming skills.Compound talents characterized of solid foundation,high quality and strong practical ability are shaped through these initiatives.

A Review on the Development of Chinese Graphic Design Education

The development of economy and industrialization further accelerates the pace of development of graphic design education.The educational system actively adopted two ways of“going out”and“inviting in”to communicate with the western world in graphic design(Zhang,2009).Chinese design began to re-examine its balance between globalization and localization after rapid absorption and international experience digestion.As for the negative influence,it led to the risk of developing short-sightedness in design education.Faced with unprecedented challenges,the graphic design industry was continually expanding its functions.The development of Chinese design cannot entirely rely on its own.There was no doubt that graphic design was indeed facing significant obstacles.The suggestions from the American Institute of Graphic Arts(AIGA)are set very high to achieve;the objectives will be excellent if academia can follow.A study aims to understand the overall curriculum and course design and how best to modify the general curriculum and course design to allow for industry practices changes and keep a close eye on the Chinese market's changing needs for design should be carried out.

Retrospective and Prospects for China’s International Educational Exchange in the 40th Anniversary Year of Reform and Opening Up

International exchange is an important part of China’s educational opening up,cooperation,and connection with other countries.It also serves as a unique strategic resource,helping to develop and consolidate mutual political trust,diplomatic exchange,economic and trade relations,cultural exchange and educational cooperation between China and other countries in the world,thereby enhancing China’s international image.We have seen positive contributions made to our progress towards peace among peoples,and noted the irreplaceable role played by China.International educational exchange is an important part of global international student flows.Since the founding of the People’s Republic of China,especially in the 40 years of reform and opening up,China has experienced a development process in education from language students to students at all levels and from quantity to quality.The change in the type of international students studying in China and of Chinese students studying abroad reflects the Chinese spirit and the broadening the appeal of China’s programs.It can be interpreted as the fulfillment of the“Chinese Dream,”contributing to national revitalization.The trade imbalance between exporting countries and destination countries in international educational exchange has been reduced.

The development of China’s library and information science education:1978-2008

In three decades of reform and opening up,China’s Library and Information Science Education in general has experienced three stages.1978-1988 were the years of restoration and development;1989-1998 were the years of change and adjustment;1999-2008 were the years of perfection and innovation.During this period,Library and Information Science Education in China made considerable progress,and the ability of library and information personnel training was significantly improved.The hbrary and information education system was initially set up,the team of teachers of library and information initially formed,and the construction of library and information disciplines made significant achievements.However,regarding Library and Information Science Education in China,there are still many questions worth considering.It should orient toward the U environment,be integrated into library and information practice,take the optimization of knowledge structure as its educational goal,use 'problem-centered' teaching methods,and develop towards the first-level discipline of 'Library and Information Management Science'.

从“法制”到“法治”:改革开放以来我国家庭教育政策的演进逻辑与推进路径

家庭教育政策是规范与支持家庭教育发展的重要工具,是推进我国家庭家教家风建设的重要手段。改革开放以来,我国家庭教育政策经历了以边缘性探索为中心的萌芽发展阶段、以系统性规划为抓手的改革发展阶段和以体系化建设为重点的深入发展阶段。在此过程中,其动力机制、价值取向、实施过程保障及话语规则均有其独特的演进逻辑。家庭教育法治化是我国教育治理现代化的必然要求,在未来的发展中我国家庭教育从“法制”走向“法治”,可采取以下推进路径:形成强化基础建设、优质均衡发展的政策动力机制,秉持兼顾个体与社会、协调多元利益的政策价值取向,深化加强顶层设计、完善组织建设的政策实施过程保障,体现深入了解民情、广泛反映民意的政策话语规则。

改革开放后华北的教育学人:1978—1999(一)

改革开放之后,华北地区以北京为中心,是全国教育学科研究和教育科学发展的高地。华北教育学人以北京师范大学和中央教育科学研究所为龙头,以首都师范大学、北京教育学院、天津师范大学、河北大学、河北师范大学、山西大学、内蒙古师范大学等高校,与国家教育发展研究中心、人民教育出版社课程教材研究所、北京大学高等教育科学研究所、清华大学教育研究所、中国科学院心理研究所、北京教育科学研究所、天津教育科学研究院,以及河北、山西、内蒙古的教育科学研究所等科研机构为骨干,在几乎所有教育学科领域都位于全国前列,或处于领跑地位。

改革开放后华东的教育学人:1978—1999(一)

改革开放后,华东教育学人以华东师大为首,以杭州大学(现浙江大学)、南京师大、山东师大、曲阜师大、福建师大、厦门大学、江西师大、安徽师大、上海师大、苏州大学、徐州师院(现江苏师大)、浙江师大、杭州师大等高校以及省市教育学院、教育科研机构为骨干,在大多数教育学科领域都处于较高水平,尤其是在教育基本理论(含马克思主义教育思想和教育哲学)、德育原理、中外教育史、比较教育学、高等教育学、学前教育学、特殊教育学、职业教育学、教育社会学、教育评估学、教育教材学、学校管理学、学科教育学、基础心理学和心理学史、发展与教育心理学、工业心理学等学科领域的研究,居于全国领跑地位。

改革开放后西南的教育学人:1978—1999

改革开放时期是我国教育学科发展的黄金期,对这一时期的教育学人的回顾和总结,是教育学术史研究的一个新领域。本文基于个人记忆,并对证文献资料,自述改革开放之后我国西南地区教育学人群体的基本情况。大致说来,西南教育学人以西南师大(现西南大学)为龙头,以重庆师院(现重庆师大)、四川师大、四川教育学院(现成都师院)、贵州师大、云南师大、西藏大学等高校及其教育研究机构为骨干,在课程与教学论、教育学原理、中外教育史、学前教育学、特殊教育学、民族教育学、发展与教育心理学(含美育心理学、电化教育心理学等)、基础与应用心理学,以及教育系统论、部分学科教育学等学科或领域处于全国领先地位。

研究生课程开放式教学模式探索与实践——以农业工程专业高等农业机械学课程为例

针对传统教学模式无法适应创新型人才培育的问题,该文以石河子大学农业工程专业研究生高等农业机械学课程为研究对象,在分析课程特点的基础上,探索构建基于问题驱动与教师引导的双螺旋递进式开放教学模式。通过教学内容、教学方法、教学团队、教学资源、教学平台和考核方式六个维度的开放,为新时代农机专业高素质人才提供理论依据和实践路径,也为同类高校改进研究生教学质量、培养创新型人才提供一定参考。

改革开放后华中、华南的教育学人:1978—1999

教育学人群体研究是教育学术和教育学科研究的新视野、新领域。本文基于个人记忆,并对证文献资料,记述改革开放之后20年我国华中和华南地区教育学人群体的基本情况。其中,华中教育学人以华中师大为中心,以河南大学、湖南师大、湖北大学、华中理工大学、武汉大学等为骨干,在教育基本理论、教育管理学、教育经济学、比较教育学、高等教育学、中外教育史、课程与教学论、学科教育学、教育实验与研究法、理论和应用心理学、教育学教材建设等方面的研究,位于全国先进行列,并具有鲜明的中原、荆楚和湖湘学术特色。华南教育学人以华南师大为首领,以广西师大、广州师院、广东教育学院、暨南大学、汕头大学、深圳大学等为骨干,在教育统计与测量、教育与教学理论、中外教育史、比较教育学、教育与发展心理学、教育技术学、高等教育学、教育社会学和社会心理学、粤港澳教育等学科或领域的研究,处于全国领先水平,并自成一派。

改革开放后西北、东北的教育学人:1978—1999

改革开放之后是我国教育学科发展的黄金期,对这一时段教育学人的回顾和总结,是教育学术史研究的一个新领域。基于个人记忆并对证文献资料,自述改革开放之后20余年我国西北和东北地区教育学人群体的基本情况。西北地区教育学人以西北师大、陕西师大为中心,以兰州大学、青海师大、新疆师大、宁夏大学、延安大学与相关省市教科所等为骨干,在课程教学论、教育技术学、教育学原理、外国教育史、教育研究法、发展与教育心理学、心理学基本理论以及民族教育、革命老区教育、西部教育等领域处于全国领先地位。东北地区教育学人以东北师大为引领,以辽宁师大、沈阳师大和哈尔滨师大与吉林大学、延边大学、渤海大学以及三省的教育学院、教育研究单位为骨干,在教育基本理论、德育论、教学论、马克思主义教育思想理论、中国教育史、比较教育学、学科教育学、普通心理学、儿童发展和教育心理学、高等教育管理、教育政策和农村教育、特殊教育、职业技术教育、教育控制论等学科或领域的研究,走在了全国的前列。

构建历史文化的开放育人体系与高校学生意识形态教育研究

大众文化属于历史性文化表现形态之一,同时也是一把“双刃剑”,尽管能够不断丰富高校学生的精神世界与文化生活,不断拓展与开辟高校意识形态教育道路,然而也不断消解与降低高校意识形态教育工作的权威性、时效性,促使大学生个人创新创造能力有所衰减。针对此种情况,各个高校的大学生意识形态教育工作应该主动顺应时代发展潮流,在强化高校自身马克思主义教育宣传阵地意识的基础上,最大限度发挥好意识形态教育工作对于大众主流文化的引导作用、社会价值提高作用等,以此来不断提高意识形态教育的时效性、包容性等,为树立正确的开放育人观念、健全的开放育人机制奠定坚实的发展基础,协同促进高校学生意识形态的建设。

习近平总书记教育重要论述的形成是一个不断继承和发展的过程

习近平总书记教育重要论述是党的理论建设的重大创新,深化了人们对教育发展规律、教学规律、人才培养规律的认识,为回答“培养什么人、怎样培养人、为谁培养人”这一教育的根本性问题贡献了中国智慧和中国方案,为马克思主义教育理论的继承和发展作出了原创性贡献。习近平总书记教育重要论述浸润于中华优秀传统文化,立足于改革开放的丰富实践和个人独特发展经历,形成了内容完整、逻辑严密、思想深邃的科学教育理论体系,是一个不断继承和发展的过程。依据中国特色社会主义新时代教育改革事业创新的节律,梳理习近平总书记教育重要论述的一贯脉络,对继承和发展习近平总书记教育重要论述具有重要的理论和实践意义。

论改革开放与马尾造船厂第二次向海图强

受限于特殊的时代背景,继承了福州船政局的马尾造船厂在相当长的时间里发展缓慢,技术上依赖上海等地的先进企业。改革开放后,得益于各种层面的对外交流,马尾造船厂再次充分面向海洋发展。该厂引进吸收国外先进技术,缩小了与国内同行的差距;面向海洋从事装备制造,使产品结构高档化;以出口为导向,进入国际市场开拓发展空间。马尾造船厂依靠交流与创新成功实现第二次向海图强,是海洋文化与工业文化相融合的典范。

作为世界历史事件的中国改革开放——基于马克思人的发展理论视角

中国改革开放不仅是中华民族发展史上的大事,也是具有世界历史意义的大事。它内以客观历史规律为根据,外以无数普通个人的积极参与为依托,将亿万群众的聪明才智汇聚成中国式现代化建设的洪流,推进中华民族实现从富起来到强起来的伟大飞跃。但在此过程中,出现了由个人主体性增强和个人价值扩张所带来的问题和隐患。党的二十届三中全会开启了进一步全面深化改革的新征程,在构建高水平社会主义市场经济体制、锚定基本实现社会主义现代化目标的道路上,妥善应对这些隐患和问题,能够在推进强国建设、民族复兴的同时不断推进人的现代化,改革开放也将因此逐渐展现它的世界历史意义。

“三教改革”背景下教学设备的自主开发与应用--以运动控制系统实训装置为例

为推进“三教改革”落地实施,破解实训项目难以跟随技术发展变化的问题,对接“1+X证书”技能等级标准,把企业实际项目进行研学转化,设计出一种具有电气控制盘开放、控制系统可选择、执行机构可拼装、末端执行器可互换可升级的运动控制系统实训装置。这种教学实训装置的开放性和灵活性,为教学设备提高复合利用率、降低报废率、设备长期保持技术先进性提供了一种新方法;为机电一体化系统设计类岗位个性化的技术训练以及职业素养养成训练提供了一种“教法改革”新思路,设备研发过程中对于职业院校教师技术能力提升也提供了一种“教师改革”新途径。

高质创优下会计专业人才培养模式改革研究——以辽宁开放大学为例

从国家开放大学高质创优发展目标出发,落实教育数字化战略行动,对开放教育会计专业高质创优发展进行内涵分析,紧紧围绕人才培养高质量发展这一重心,结合辽宁开放教育会计专业发展现状及存在的问题,深入推进人才培养模式改革,从“优培、优课、优师、优训、优考”五个维度提出开放教育会计专业人才培养改革举措。以期为辽宁乃至国家开放大学高质量发展助力,切实服务辽宁数字经济发展需要。