基于微博新媒体视角的高职院校思政教育研究

微博作为自媒体的代表,正日益成为大学生获取信息的重要途径,也成为高校开展思想政治教育工作的新阵地。本文通过问卷调查,对高职院校大学生微博使用现状进行了分析,从校园微博体系架构、网络行为监控、网络素养教育、意见领袖培养等方面提出了高职院校微博思想政治教育工作创新发展策略。     

智媒时代高校媒介素养教育存在的问题及应对策略

在智媒时代，大学生群体是网络传播的重要用户。大学生媒介素养和他们的思想行为特点息息相关，影响大学生主流价值观的教育和引导，由此高校媒介素养教育必然成为素质教育的一项重要内容。从构建标准化教育课程体系、培养专业化教师队伍、运用多元化的教学方法等方面探讨如何有效利用媒介资源，从而协同全社会营造媒介素养教育氛围，指导大学生理解和规范使用媒介，提升高校媒介素养教育质量，加快大学生成长成才，实现不断完善自我的价值目标。     

加强高校大学生安全教育的思考

安全教育是培养大学生全面素质的重要内容,高等学校要培养高素质合格人才,必须加强对大学生的安全教育。在分析大学生安全教育现状的基础上,从大学生"安全教育"的概念入手,结合大学生安全教育的必要性,探讨了新时期大学生安全教育的主要内容,提出了对大学生进行安全教育的主要途径和有效措施,以提高大学生的综合素质。     

新时期大学生安全教育工作探索——以NY高校为例

大学生安全教育工作是大学教育的重要组成部分,是培养和提高大学生综合素质的必要举措。文章从大学生安全教育的必要性及现状出发,分别从制订教育教学计划、创新安全教育形式、健全安全教育网络和加强安全教育理论研究四个方面探讨如何加强新时期大学生安全教育工作。     

浅谈高校大学生主动安全意识的培养

目前,高校大学生的安全问题日渐突出,作为安全教育重要组成部分的安全意识具有引领作用。文章从主动安全意识的概念入手,从加强安全教育培训、安全教育进课堂、营造良好的校园安全氛围、运用现代信息技术手段、开展安全知识技能竞赛和应急演练等方面提出了主动安全意识培养的方法。旨在培养学生具有充沛安全意识和安全防范能力,为"平安校园"建设和构建和谐社会奠定精神基础。     

女大学生网络安全面临的问题及教育对策探析

随着移动互联时代的到来,高校女大学生的上网行为正变得越来越频繁,但发生在她们身上的网络安全问题却日渐突出。文章从目前高校女大学生面临的网络安全形势入手,分析了当前女大学生在网络成瘾、网络行为失范、网络安全事故等方面面临的安全问题,从加强网络法制教育、网络道德教育、网络安全意识教育三个方面给出了教育对策,旨在培养女大学生的网络安全意识和能力,为"平安校园"建设和构建和谐社会奠定基础。     

校企合作背景下财经素养和创新创业能力培育研究——以A学院阿里巴巴电商平台实践为例

近年来,财经素养教育问题受到越来越广泛的社会重视,而大学生创新创业教育作为财经素养教育的一部分更是成为高等教育研究的热点。全面提高大学生的创新创业能力既是高校提升教学质量、培养合格应用型人才的内在需求,也是培养学生就业创业技能进而满足社会需要的外在需求。通过财经素养教育,可以使学生在创新创业过程中能做出合理财经决策。在校企合作的框架下,组建“阿里巴巴服务站”电商平台,为大学生创新创业提供了全真的商业环境,使学生得到了比较综合的财经素养教育。研究发现,经过学校、企业及个人3方面的综合训练,大学生的财经素养和创新创业能力得到有效提升。     

数字经济时代大学生数字素养与技能提升的路径探讨

随着云计算、物联网、5G通信、区块链、人工智能、虚拟现实等新兴技术不断融入人类社会经济发展的各个领域，数字经济对从业者的数字素养与技能要求越来越高，高校作为人才培养的主阵地，提升大学生数字素养与技能刻不容缓。本文探讨了提升大学生数字素养与技能的时代价值，分析了当前大学生数字素养与技能教育方面存在的问题。最后，从思政课程、专业课程、实践课程、第二课堂等四个维度，探讨了提升大学生数字素养与技能的路径。     

我国大学教育与学生就业问题探析

随着大学的扩招、大学教育由精英教育转向大众教育,大学生的就业问题也随之成为了整个社会的关注焦点,如何提高大学生的综合素质,提高大学生的就业率是整个社会对中国大学教育的迫切需求。从专业设置、理论和实践结合、培养学生的德行和责任感、正确认知自我等几个方面对目前中国大学教育存在的主要问题进行了简要的探讨,并给出了相应的解决办法。     

中国高校学生对广告的认知、态度与使用

本文系“全国高校学生广告素养研究”项目系列研究成果之一,主要报告我们在大学生广告接触状况、广告卷入度状况、广告相关经历和广告满意度状况等方面的实证研究发现,从行为层面和心理层面,探讨中国高校学生对广告的认知、态度和使用问题,并总结在后续研究大学生广告素养特征和开展高校广告素养教育时应注意的问题。     

基于Web2．0的高校图书馆与大学生信息素养教育研究

诠释Web2．0、信息素养、高校图书馆概念,分析高校图书馆与大学生信息素养的关系,探讨了Web2．0技术在大学生信息素养教育中的成功应用。     

Consumer financial education and financial capability

The purpose of this study was to explore potential effects of financial education on the financial capability of American consumers. Data from the 2012 National Financial Capability Study were used to test the hypothesis that financial education is positively associated with financial capability. Four financial literacy and behaviour variables were used to form a financial capability index. Multivariate linear regression results showed that, after controlling for demographic and financial variables, respondents who ever received financial education had higher scores in all financial capability indicators (objective financial literacy, subjective financial literacy, desirable financial behaviour, perceived financial capability and the financial capability index). In addition, high school, college and workplace financial education variables showed positive associations with these financial capability indicators. Additional state comparison analyses provided evidence suggesting high school financial education may have direct impacts and spillover effects on consumer financial capability.     

大学生道德文化素养培养的家庭困境与出路

家庭教育对于大学生道德文化素养培养有着特殊的作用,当前的一些家庭教育给大学生的道德文化素养的培养带来了许多的问题,如教育目标单一,盲目娇宠,放任自流,片面追求成绩,注重功利性目标,缺乏必要沟通等。为此,我们可以通过提高家长的道德文化素养、提升道德文化教育水平、建立交流沟通的渠道、制订明确的约法三章、调整道德文化教育的心态等途径,探寻走出道德文化教育困境的出路。     

试论如何做好高校后勤保障工作

高校的中心工作是教育教学工作,后勤工作是高校教育工作的重要保障,是高校教育教学工作得以顺利运行的基础,是高校安全与稳定的重要环节.作为一名后勤管理者,要在新形势下配合教育改革,做好高校后勤管理工作,才能更好地为教育教学服务.     

Racial Differences in the Returns to Financial Literacy Education

We examine financial literacy and the returns to financial literacy education, specifically focusing on the racial financial literacy gap. We confirm evidence that whites have higher financial literacy scores relative to minorities and that financial literacy increases with participation in financial literacy education. However, we find the benefit of participation in financial literacy education is higher for whites than that for minorities. Thus, the impact of being white alone persists, indicating a racial financial literacy and/or behavioral difference despite financial literacy education. Our findings have implications for policymakers interested in narrowing the racial wealth gap via financial literacy education.     

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

Objective : The modern foodscape has changed dramatically in recent decades in terms of where, what, how and with whom we eat. This has been facilitated by a transition from traditional, healthy and basic foods prepared in the home to ultraprocessed, unhealthy foods requiring little planning and preparation prior to consuming. Consequently, many youth lack the food literacy (knowledge, skills and critical perspectives) necessary to be well and minimize their risk of obesity and chronic diseases, in the context of a complex food system. The specific dimensions of these knowledge, skills and dispositions, however, are unknown. This study identified critical food literacy competencies required by youth as they transition to independent adulthood. Design : This study employed a Delphi methodology to achieve consensus statements on critical food literacy competencies within a framework encompassing cognitive, psychomotor and affective dimensions. Participants : A panel of 41 experts including dietitians, teachers and college/university students participated in in‐depth interviews. Analysis : Results were thematically analysed and incorporated into two subsequent surveys completed by panel members. Rater agreement was set at 75% agreeing/strongly agreeing with survey items. A panel subgroup further delineated results into competency statements. Results : Within the themes of “confidence and empowerment,” “joy and meaning” and “sustainable and equitable food systems,” 16 broad competency areas, and 59 specific competencies were identified. These were assembled into a Food Literacy Framework. Conclusion : Results can be used to support food and nutrition education in community settings as well as the formal school system, and to advocate for resources to support food literacy education programmes.     

大学生创业瓶颈分析与对策研究——以江苏镇江大学生创业为例

大学生创业是促进大学生就业的重要途径。文章以江苏镇江的大学生创业为研究对象,在查阅文献和问卷调查的基础上,从社会、高校、个人三个层面分析制约大学生创业的瓶颈,创业瓶颈是由创业环境、创业教育、创业意识三个方面的原因造成的。要解决大学生创业瓶颈问题,就必须采取提升城市总体经济实力、完善创业保障机制、加强对大学生创业意愿培养。     

Environmental factors of food literacy in Australian high schools: views of home economics teachers

This study set out to examine environmental factors impacting on the food literacy of adolescents. It utilized data from a nation‐wide survey of home economics teachers regarding their experience of food literacy education in Australian high schools. Content analysis and the ANGELO framework were applied to analyse free‐text comments from 78 of the respondents that were collected as part of a more extensive data set. The analysis of environmental factors revealed three enablers and ten barriers that could influence food literacy education delivered by high schools in Australia. High schools are well positioned to improve adolescents’ food literacy through a comprehensive, hands‐on approach in home economics. However, many environmental barriers were reported that could influence food literacy education in Australian high schools such as: lack of teaching materials and facilities, and human resources; the perceived inadequacy of the Australian school curriculum; non‐supportive school canteens; and negative role modelling. This study points to the need to eliminate or reduce these environmental barriers impacting on the capacity for effective food literacy education in high schools to help adolescents increase their food literacy and thereby support them in making informed food choices.     

Arguments for and against financial literacy education: where to go from here?

Currently, everyone is brandishing financial literacy education as the answer to the global personal financial crisis. However, there are a few advocates against financial literacy education. There is contention whether financial literacy education actually leads to effective financial behaviours. The purpose of this theoretical article is to state the various arguments for and against financial literacy education and suggest possible guidelines for interventions by governments and institutions in an effort to increase financial well‐being. There are no easy answers to this complex problem and financial illiteracy should not be presented as the sole culprit. Basic financial literacy education is needed to manage day‐to‐day finances; however, specialist areas such as investments and retirement planning should be left to professionals. It is suggested that financial literacy education should focus not only on cognitive factors but also on non‐cognitive and affective factors that might override rational decision making.     

School and family environments promote adolescents' financial confidence: Indirect paths to financial literacy skills in Finnish PISA 2018

This study investigates the associations of adolescents' financial socialization factors—financial education in school and families—with financial confidence (i.e., confidence in using financial and digital financial services). In addition, we examine how financial socialization factors indirectly relate to financial literacy skills through financial confidence and the role of demographic factors (adolescent gender, grade level, parental education, family wealth) on financial socialization, financial confidence, and financial literacy scores. We used data on the 4328 Finnish 15-year-olds participating in the 2018 Programme for International Student Assessment (PISA). We measured financial literacy by cognitive test items and assessed financial socialization and financial confidence by adolescent questionnaires. First, the results showed that financial education in school positively predicted adolescents' confidence in using financial and digital financial services. Second, financial education at schools and in families indirectly predicted students' financial literacy through confidence in using digital financial services. Third, older adolescents were more exposed to financial education at school and in families, whereas adolescents from wealthier families and girls (vs. boys) were exposed to a more frequent discussion of financial matters with parents at home. Furthermore, the boys were more confident in using financial services than the girls, although the financial literacy score did not differ by gender; older adolescents were more confident in using financial services and achieved better financial literacy than younger ones. Finally, higher parental education in the family related to higher financial literacy but not to higher financial confidence, whereas family wealth was related to higher financial confidence but not financial literacy.