Analysis of the responsibility of teachers professional teachers in universities and ideological and political education on students' Education
University Education in the traditional distinction is very obvious in the courses of Ideological and political education. The education system tends to be quite distinct from each other between areas of knowledge and field of Ideological and political education in College education. This is because the most professional teachers often focus only on their courses, while in class to class or out, education idea that often lead to these teachers do not understand the students think what. How to make students love learning? This paper summarizes the rights and responsibilities of university education in Ideological and political education of teachers and professional teachers at present through the analysis, the author puts forward some solutions. Through the implementation of these methods can effectively shorten the distance between students and teachers, the students do a good job of education.
Career Choice Inclination of the College Graduates——under the Analytic Framework on the Basis of LMS Theory
Employment difficulty of college graduates has become a social problem in China today.The research group has found that college graduates have a strong inclination in career choice considering units and regions.In terms of China's manpower market and the segmented labor market theory,it is found that their inclination is caused by the great income gap of different regions,the high cost of job transfer,and the sharp differences in social welfare.It is thus obvious that solution to the problem lies with the gradual breakdown of the institutional segment of labor market.
Historias de mi barrio: contemporary art in a community at high risk of social exclusion
Abstract Historias de mi barrio is a piece of pedagogic research aimed at highlighting the way art can articulate the relationship between the educational context and a neighbourhood at high risk of social exclusion. The starting point for this study was to ask whether this type of research, centred around the arts, was suitable in complex contexts and whether it might eventually lead to pedagogic improvement. The results gathered, and indeed the work carried out by the artists and university lecturers involved, together with pupils 6–12 years old and their instructors in a state school, provide evidence of a positive answer – and notably of the necessity of knowing about the socio-economic reality of the student cohort when planning learning projects and of the importance of the arts as a crucial element in education.