人的全面发展理论是我国教育事业的重要指导思想,蕴含着人的主体性的发展、人的个性自由的发展以及人的社会关系的全面丰富。大学生的个人发展离不开积极的心理品质培育。将人的全面发展理论与积极心理学融合,可以提升个人心理韧性、高校育人效果,构建和谐社会。通过个体、高校、社会三个层面提出大学生积极心理品质培育路径,有利于促进大学生积极心理品质的培育,实现大学生的全面发展。The theory of all-round human development is an important guiding ideology in China’s education cause, which encompasses the development of human subjectivity, the free development of human individuality, and the comprehensive enrichment of human social relations. The personal development of college students is inseparable from the cultivation of positive psychological qualities. Integrating the theory of all-round human development with positive psychology can enhance individual psychological resilience, the educational effect of colleges and universities, and build a harmonious society. The cultivation path of positive psychological quality of college students is proposed through the three levels of individual, university and society, which is conducive to promoting the cultivation of positive psychological quality of college students and realizing the all-round development of college students.
建设绿色智慧的数字生态文明是当下我国高质量发展的重要方面,电子商务作为数字技术与实体经济融合的产物对于激活数字经济、建设数字中国与美丽中国具有重要意义。总体而言,于数字生态文明视域下探究电子商务发展的意义、困境与出路,对于协调数字技术、经济效益与绿色效应有着重大现实意义。但当今数字生态文明建设的起步阶段,电子商务发展也面临着技术与生态两大方面的困境;可对照困境,从深化数字技术赋能电商绿色发展和强化电子商务绿色化的标准建设、政策支持与执行效能两大方面分析电子商务发展之出路。Building a green and intelligent digital ecological civilization is an important aspect of high-quality development. E-commerce, as a product of the integration of digital technology and the real economy, is of great significance for activating the digital economy, building a digital China and a beautiful China. However, in the initial stage of digital ecological civilization construction today, the development of e-commerce also faces two major challenges: technological and ecological. Based on the difficulties, the way out for the development of e-commerce can be analyzed from two aspects: deepening the empowerment of digital technology for green development of e-commerce and strengthening the standard construction, policy support, and implementation efficiency of e-commerce greening.
我国英语教学形成注重英语语言知识的传授,并且注重考试的听、读、写能力的培养,而经常忽视英语口语能力培养的现状。教师作为课堂教学活动的开发者和引导者,不论是与学生进行对话还是对学生的回答进行评价反馈都对学生口语能力的提高发挥着举足轻重的作用。本文主要探讨如何在初中英语口语教学中实施形成性评价,如何使形成性评价有效促进初中生口语交际能力的发展,如何使形成性评价推动初中学生口语能力的进步。本文以形成性评价为教学模式,在金安路中学开展实验教学。笔者将初二(二)班41名学生作为研究对象,在实验前,先对学生进行问卷调查,以了解学生对学习英语口语的兴趣、态度等。在实验实施过程中,采用形成性评价教学模式,学生和教师通过使用课堂活动评价等方式,进行课堂口语练习,同伴、老师进行评价。实验结束后,对学生再次进行问卷调查,通过对问卷调查数据分析可看出,相对于传统的评价方法,形成性评价可提高初中学生对口语学习的兴趣和积极性。并在试验结束后可以看出,学生们对英语口语的兴趣有明显提高。In our country, English teaching focuses on the delivery of English language knowledge, as well as the cultivation of listening, reading and writing skills involved in exams, but often ignores the present situation of spoken English ability cultivation. As the developer and guide of classroom teaching activities, teachers play an important role in the improvement of students’ oral ability, whether it is to talk with students or to evaluate students’ answers. This paper mainly discusses how to implement formative assessment in junior high school oral English teaching, how to make formative assessment effectively promote the development of junior high school students’ oral communication ability, and how to make formative assessment promote the further development of junior hi
