Restrictions and Countermeasures of Rural Vocational Education in Urban-rural Integration

Developing rural vocational education is of great significance to urban-rural integration: developing rural vocational education is helpful to cultivating new farmers for construction of new socialist countryside,favorable to improving farmers' ability of finding jobs and starting undertaking, and beneficial to transfer of rural surplus labor and acceleration of urbanization. Restrictions on development rural vocational education mainly include: low value cognition of society and social assessment of rural vocational education; out of balance of cost and expected return of rural vocational education; the quality of supply of rural vocational education failure to satisfy demand of socio-economic development; imperfect rural vocational education system. In view of these,following countermeasures and suggestions are put forward: strengthen propaganda and guidance to build environment of public opinion for rural vocational education; push forward rural vocational compulsory education system to lay social foundation for rural vocational education; reinforce policy support to assist in building rural vocational education system; improve education system to build overall framework of rural vocational education; perfect laws and regulations to establish system and norm for development of rural vocational education.

Overall Planning of Development of Urban-Rural Areas:A Policy Mechanism for Urban-Rural Coordinated Growth

While analyzing overall planning and coordinated development of urban-rural areas, this paper shows that overall planning for the development of urban-rural areas is a requirement for the best use of productive forces. It means the setting up of a policy mechanism for coordinated growth. Recognizing this, the government should set up a way to lead and manage a unified program to increase service and decrease controlling administration power, while safeguarding and fulfilling the farmers' ownership to the means of production.

Development of suburb farm landscape in the process of urban-rural overall planning from the perspective of ecological economics:a case study of Chengdu City

With the accelerating development of Chinese urbanization and the widening gap between rural and urban areas,urban-rural overall planning is to be an inevitable choice for economic and social development.However,the specific patterns and methods in urban-rural overall planning are greatly different.From the persperctive of ecological economy,taking the main physical and biological pattern of the farmland as research objects,this paper analyzes the components and characteristics of farm landscape,the relationship between farm landscape exploitation and rural tourism,and the role of farm landscape exploitation in planning urban and rural development.It expatiates on the pattern,method and principle of farm landscape development.Furthermore,based on the actual development case,this paper explores how to make high-grade tourism products with scientific and reasonable farm landscape development method,how to increase peasant income,how to improve urban and rural ecological economic environment,so as to promote urban-rural overall planning.

The Overall Elevation of Protecting the Right to Education in China——A Case Study of the Right to Education in Tianjin Municipality

As one of the fundamental social rights, the right to education not only con- ,cerns the fact that the educated can equally enjoy educa- tional opportunities, but also lays the foundation for exercising their rights in other aspects, such as employ- ment, politics, culture and society, therefore creating the conditions for realizing the all-round development of human beings. During the process of social construction in China, we have attached great significance to protecting citizens＇ rights to receive education, thus ensuring the prior- ity of developing education in our nation. Meanwhile,

Educational divergence among urban residents and migrant workers: Evidence from China

While the Harris-Todaro model is a traditional approach used in researching the urban-rural dichotomy,it fails to explain families’goals to maximize their current utility in terms of intertemporal decision-making con‐ditions.To fill this gap,in this paper,an urban-rural dichotomy model involving labor migration and educa‐tion is established,in which it is assumed that family utility derives from consumption and children’s educa‐tional achievement.The steady-state path derived through the Bellman equation suggests that increasing edu‐cational investment and family education intensity leads to a significant urban-rural difference in children’s educational achievement.Compared with the traditional Harris-Todaro model,the transversality condition is loosened in this model,while the unavailability of loans constrains migrant families.Four hypotheses are made and tested using an empirical study.An ordinary least squares regression was used in the analysis,but due to the endogeneity caused by missing variables,the instrumental variable method and two-stage least squares regression were used.The results demonstrate that the household registration system can explain 44.5%of the educational achievement difference,and the initial difference is inflated 4.73 times after nine years of compulsory education.This divergence could increase the differences caused by household registra‐tion status,resulting in larger income gaps and intergenerational heredity of identities.

The Impact of Education Input on Labor Migration and Inequality in China

By introducing a general equilibrium framework to China's dual economic structure, this paper studies the microscopic mechanism of education input to narrow the urban-rural income gap and how to improve the allocation efficiency of education funds in China's "new normal" economy. The empirical analysis results show that education input is effective in narrowing the urban-rural income gap and achieving a Pareto improvement state in both direct and indirect ways. However, the effect of education input at different stages varies. In particular, the impact of compulsory education on improving inequality is more significant than the other education levels. With adjustment for the macroeconomic slowdown, raising fiscal expenditures on education can improve potential economic growth by promoting human capital accumulation and labor productivity in the long run. In all, education input can promote labor migration and narrow the urban-rural income gap, which is conducive to alleviating the contradiction of the structural transformation lag in employment and achieving inclusive growth targets.

高等教育强国建设的中国道路

高等教育强国建设是科技强国建设的基础性保障,是人才强国建设的关键性支撑,对中国式现代化建设具有突出的战略意义。推进高等教育强国高质量建设需要厘清中国式现代化引领高等教育强国建设的逻辑谱系,探明符合中国国情与现代化共同特征的强国建设路径;梳理高等教育强国建设的发展机理,增强高等教育强国建设的使命感和紧迫感;深化高等教育改革,回应新时代高等教育强国建设对新质生产力的迫切需要;明晰高水平科技自立自强支撑高等教育强国建设的核心要义,实现科技创新层级与能级的双跃升;以“两个大局”的时代理念作为高等教育高质量发展的时空坐标,厘清高等教育强国建设的行动逻辑。此外,在高等教育强国建设的关键阶段,我国必须以教育评价改革为抓手,破除制约高等教育强国建设的障碍,进而推动高等教育体系实现结构性变革、系统性重塑。

统筹职业教育、高等教育、继续教育评价改革的系统思维

统筹职业教育、高等教育、继续教育协同创新需要运用系统思维,要以“三教”评价改革这一目前最为活跃的子系统为抓手,实现高质量的、系统的“三教”统筹。基于行动者-系统-动力学理论,“三教”评价改革系统中的主要动力要素包括由政府、学校、社会组织构成的主体性要素、由法律法规与评价惯习构成的制度性要素以及由社会意识形态与社会资源配置构成的环境性要素。三大动力要素在系统中呈现出推动主体共同高质量发展、促进高质量教育治理体系构建与服务全民的学习型社会建设三个方面的价值表征。推进“三教”评价改革系统发展,应遵循统筹主体要素协同先行引领系统整体发展、统筹制度要素持续整合保障系统稳定发展以及统筹社会环境要素生态构建支持系统和谐发展的逻辑路向。

河北省大学生总体国家安全观教育实践调查研究

将习近平总书记关于国家安全的重要讲话精神贯彻落实到位、全面增强大学生人群的国家安全观意识是2023年我国高校安全教育工作的重中之重。为全面了解河北省大学生对总体国家安全观的认知现状,促进河北省高校国家安全观教育进一步发展,研究团队对河北省内多所高校的大学生进行了调查,调查发现部分大学生对国家安全的重要性和紧迫性认知不足,部分高校在国家安全教育方面存在缺乏组织保障和监督考核机制、课程设置和教学内容不够全面、学生缺乏实践机会、宣传力度不够等问题,并对导致安全观教育成效不理想的主要因素进行了深入分析,最后提出了加强大学生总体国家安全观教育的相关建议,希望能够为政府决策和高校完善与落实国家安全教育相关政策提供有益的帮助。

大思政课视域下红色文化融入大学生奋斗精神培育的现实路径

红色文化与奋斗精神存在着密切的内在联系,红色文化为大学生奋斗精神培育提供了价值引领、丰富内容和有效载体,助力他们用奋斗精神彰显青春底色。大思政课视域下将红色文化融入大学生奋斗精神培育,明晰奋斗精神内涵,通过优化“大”课堂、创新“大”载体、构建“大”机制三方面联合发力,形成多元主体参与、多方资源汇聚、多种力量整合的“大思政课”育人格局,切实提升大学生奋斗精神培育的实效性,进一步落实立德树人根本任务。

四维评价支持三全育人改革的信息化探索与实践

“三全育人”的意义在于全面培养学生的素质,使其在知识、能力、品德等多个方面得到全面发展。这一理念强调了学校教育不仅仅要注重知识传授,还要关注学生的身心健康、创新能力、社会责任感等方面的培养。徐州工业职业技术学院以信息化为支撑,全面贯彻教育部深化“三全育人”综合改革的部署要求。在教育实践中,学校提出以四维评价体系为依托,紧密围绕“培养什么人、怎样培养人、为谁培养人”这一根本问题,致力于为背负着民族复兴使命的时代新人持续提供支持,切实推动“三全育人”工作,在这一过程中取得了一系列显著的发展成果。

音乐单元教学的整体观念与设计

在当下发展学生核心素养的义务教育课程目标要求下,单元教学成为音乐学科从知识技能教学走向学生学科核心素养培养的必由之路。单元教学是知识不断分化与学习者不断工具化矛盾的解决之策,是对一课一歌或一课一曲“课时教学”的解构和重组。整体观念下的单元教学具有单元教学内容的结构化、单元学习任务的真实性、单元教学设计的模式化等特征。音乐单元教学整体观念和设计,对教师提出了解构和重组音乐学科知识的要求,指出了充分认识和了解学生学习需求的重要性,并强调归纳总结单元教学设计模式的重要性。

总体国家安全观涵育新工科人才的生成原因、施力要点与有效路径

以总体国家安全观涵育新工科人才,是新时代国家安全形势下培养人才的现实需求,是落实立德树人根本任务、建设教育强国的内在要求,也是新工科人才培养服务高质量发展的必然要求。筑牢以人民为中心的价值根基,锻造坚定理想信念与意志品质,提升战略思维能力与科研创新能力,是以总体国家安全观涵育新工科人才的施力要点。以“教师思政+国防资源”为突破口打造全员育人责任链,以“科教供给+青年需求”为双线路构建全过程育人价值链,以“文化浸润+精准思政”为建设网绘制全方位育人实效链,是以总体国家安全观涵育新工科人才的“三全育人”有效路径。

迈向总体国家安全的国家安全法治人才培养路径选择

总体国家安全观为我国法治人才培养指明了方向。国家安全法治人才培养,是对总体国家安全观的贯彻与落实,是为推进国家安全体系和能力现代化提供立法、执法、司法、社会参与以及涉外保障人才支撑的需要。然而,面向总体国家安全的国家安全法治人才培养,要求具备政治定力、国际视野、跨学科知识储备和实践能力,给传统的法治教育和人才培养带来了巨大挑战。因此,国家安全法治人才培养,应当以总体国家安全观和习近平法治思想为遵循,强化政治素养,坚持风险导向,建立协同机制,优化学科交叉,拓宽国际视野。具体来说,通过明确培养标准、创新培养体系、多元培养模式、促进教研联动等具体措施,构建富有创新性和科学性的国家安全法治人才培养体系。

复合型中小学校园规划设计方法研究——以大连金普新区金牌教育园规划设计为例

随着教育改革的不断推进和城市建设的高速发展,我国众多城市开始实施小、初、高全阶段一体化选址策略,建设十二年一贯制的复合型学校。文章从当前中小学教育发展的宏观背景切入,分析该类复合型中小学校园建设面临的主要问题,同时提出通过适度复合、整体设计、绿色生态等规划设计方法,构建新型的校园空间框架。进而,从校园整体功能布局、校园环境教育、可持续更新等层面对传统中小学校园进行重构,在满足中小学校当前使用要求的同时,更好地适应未来不断变革升级的教育发展需求。

高职大学生总体国家安全观教育“三进”路径研究

高职院校总体国家安全观教育方面存在着总体国家安全观理解表面化、片面化,部分学生学习功利化,课程教学碎片化和教育渠道单一化等诸多问题。高职院校应通过“建强师资队伍,建设支撑体系”“实现思政课程、课程思政协同育人、同向发力”“创新国家安全教育形式,提高学生学习主动性、积极性”“重视学生主体地位,增强总体国家安全观教育实效性”等路径,深入推动总体国家安全观“三进”教育。

“双减”背景下校外教育的价值与发展路径

当前,我国教育正处于提质增效、由高向强转变的关键时期,需要破解教育高质量发展的难题,“双减”改革给校外教育带来了新的机遇和挑战。校外教育作为大教育格局中的重要一环,是教育高质量发展的重要突破口,具有实践性强、开放性强、包容性强、黏合性强等特点,对教育生态重构有着不可替代的影响。因此,应重新审视校外教育的价值与作用,形成广泛共识,在教育大格局中推动校外教育的新发展:坚持以德为先,落实立德树人根本任务,将社会主义核心价值观融入校外教育全过程;以儿童为本,加强综合素质教育,提升儿童自我服务和实践能力,促进儿童全面发展;强化校外教育与家庭教育、学校教育的有机衔接,打造家校社协同育人的国民教育体系。

职教本科教学创新团队建构的价值逻辑、整体框架与实践策略

建构职教本科教学创新团队是彰显我国职业教育类型属性的重要改革措施,有助于落实以共享理念为基础的学校发展愿景、架构以过程为载体的教师能力成长模式、形成以目标为追求的教师团队凝聚力、构建以团队为平台的教师知识共享机制。在推动职教本科教学创新团队建设的过程中,需要通过多层次交互形成职教本科教学创新团队的工作愿景、围绕教师特征形成“总—分—总”的整体任务、围绕创新任务形成“指导—服务”式的运行机制、围绕职教本科教学创新形成以增值反馈为核心的评价框架、围绕共享成果建立教学创新团队成员参与的长效机制,通过搭建职教本科教师能力提升平台更好地推动教学改革和教学创新。

构建思想政治教育共同体的现实困境与助推策略

思想政治教育共同体不仅是师资队伍的结合体,也是教育力量的有机体,是加强思想政治教育实效、落实立德树人根本任务、形成思想政治教育合力的理想组织机制,是充分发挥思想政治教育整体效能的重要保证。目前,由于构成主体多元化、复杂化,造成了利益协调不均、情感认同缺失和评价观念偏颇等困境,亟待通过共同体效应弥补育人短板,提升整体效能。深化思想政治教育共同体的构建与运行,应抓住认知构建、情感构建和行动构建三个维度,其中“知”是协调主体间关系的基础,“情”是强化共同体意识的纽带,“行”是发挥整体效能的关键。因此,应以“知—情—行”的关系逻辑为切入点,探讨形成教育合力的助力策略,有效促进互信、互动、互赢思想政治教育共同体的构建。

小学阶段国家安全教育课程教学的困境及其突破

为落实立德树人根本任务,培养小学生的爱国主义情感,基于总体国家安全观,对小学阶段国家安全教育课程教学的现实困境及其突破策略进行探析。研究发现,目前我国小学阶段的国家安全教育课程还面临课程教学目标落实不力、课程教学内容单调单薄、课程教学方式简单单一、教材编写系统性不足、课程教学评价增值性不强等困境。究其原因,主要在于对国家安全教育宣传不到位、国家安全教育课程教学经验欠缺、国家安全教育学理性研究不足、国家安全教育教师培训体系尚未建立、国家安全教育家校社协同联动机制尚未形成等方面。基于此,提出小学阶段国家安全教育课程教学的突破策略,包括提高宣传实效、厘清课程目标、优化课程内容、创新方式方法、改革教学评价、加强教师培训以及形成联动机制等。