排序方式： 共有215条查询结果，搜索用时 15 毫秒
191.
增强公安边防部队基层思想政治教育实效性的思考 总被引：1，自引：0，他引：1
为了贯彻和落实《中国人民解放军政治工作条例》和《中国人民解放军思想政治教育大纲》,进一步探索坚持用科学理论指导思想政治教育工作、树立思想政治教育的科学理念、充实和丰富思想政治教育的内容、创新思想政治教育的形式方法,对于增强公安边防部队基层思想政治教育的实效性具有重要意义。 相似文献
192.
蔺俊萍 《中国人民武装警察部队学院学报》2011,27(5):58-61
知识教育蕴含思想政治教育的内容和信息,思想政治教育需要以知识教育为载体,提高说服力和感染力。发挥知识教育的思想政治教育功能需要更新教育理念,拓展思想政治教育途径,提高教育工作者的素质。 相似文献
193.
岳峰 《武警工程学院学报》2010,(3):29-32
军校思想政治理论课实践教学是理论教学的延伸和拓展,是让学员运用所学理论去检验真理的有效性,从而获取价值认同、情感体验,树立革命军人核心价值观并坚定信仰。探索军校思想政治理论课实践教学,加强思想政治理论课的实践环节,是培养当代革命军人的关键。 相似文献
194.
张凤艳 《兵团教育学院学报》2009,19(4):35-37
坚持不懈地用马克思主义、中国特色社会主义理论体系武装全党、教育人民,是我们在新的历史发展机遇期高扬的伟大旗帜,也是全国人民又好又快建设中国特色社会主义的共同思想基础。边疆高校必须把：中国特色社会主义理论体系教育、社会主义核心价值观教育、爱国主义教育、民族团结和发展和谐的社会主义民族观教育、民族自豪感和民族自信心教育、艰苦创业无私奉献等教育作为思想政治理论教育教学主渠道建设的核心和基本内容。 相似文献
195.
思想政治理论课程建设的途径与实践 总被引：1，自引：0，他引：1
高校的思想政治理论课程教学,是思想政治教育学科建设的基础和目的之一,在“05方案”的实施中,主管机关积极推动,学校制定各项措施保障落实,广大教师积极参与和实践,在教学中科学解决学科体系、课程体系与教学体系等关系,加强教师培训,深入课堂教学研究,完善教学环节管理,积极探索课程建设的途径与实践,课程改革和建设取得了重大的成效。 相似文献
196.
Pierre Steyn 《African Security Review》2013,22(1):26-36
Abstract Malawi's political transition from single-party rule to multiparty democracy in June 1994 raised expectations for sustainable peace in the country by, among others, passing a new legal framework that provided for conflict resolution mechanisms and good governance. However, political conflicts that have posed challenges to the foundations of peace and political stability have been a characteristic of the multiparty dispensation, leading to interventions by indigenous institutions whose aim is to build peace. This paper, which is based on field research, analyses the major political conflicts that have occurred on Malawi's political scene since the 1990s. Using the Public Affairs Committee as a case study, the paper illustrates the challenges facing the indigenous conflict resolution mechanisms. It also shows that despite the political transition, the socio-political environment still exhibits political behaviour and norms formed during the 30 years of single-party rule. There is a need for capacity-building and deliberate policy to enhance the indigenous-based mechanisms in order to promote sustainable peace in the country. 相似文献
197.
潘学萍 《武警工程学院学报》2013,(5):93-95
当前,军队院校的政治理论课教学,以教员课堂讲授为主,重课堂理论教学、轻社会实践锻炼的现象比较严重。这种传统的教学模式不利于创新型人才培养和教育转型的需要。政治理论课必须向基地教学延伸。 相似文献
198.
张海玉 《兵团教育学院学报》2016,(4):33-37
创新能力培养作为研究生教育的重要组成部分,是知识经济时代发展的必然要求。研究生的创新能力与其核心竞争力的养成息息相关,不仅影响到就业创业工作的具体走向,也关系到研究生培养模式和培养质量的改革提升。思想政治教育有效性研究立足于实现人的自由而全面的发展,涵盖了要素有效性、过程有效性和结果有效性3个环节的13个指标。从思想政治教育有效性理论视角出发,树立正确观念、完善制度体系,搭建创新平台、开展实践活动,进而构建研究生的创新能力培养路径。 相似文献
199.
AbstractAfter nearly four years of civil war, Libya continues to be described as an ‘ungoverned space’ where the collapse of state institutions reignited tribal, political, religious and ideological tensions. These accounts, however, obscure Libya’s complex subnational governance, and the role of non-state armed groups in shaping the emerging political orders. By contrast, we contend that distinct subnational political orders have emerged in Libya since 2014 in which actors engage in state-making practices driven by local interests. Using empirical evidence to explore the activity of non-state armed groups during the Libyan civil conflict, we highlight that the local conflict environments in eastern, western and southern Libya provide specific incentives that shape the process of armed group splintering and patterns of violence. The findings demonstrate that claims to authority and notions of statehood extend far beyond the state whereby governance relations are negotiated between state and non-state actors. Conflict patterns, (in)stability and the prevailing political order are therefore conditional on the nature of the dominant actor, their strategies and modes of violence within their areas of influence. Through this analysis, the paper provides a more granular understanding of the local political dynamics that drive violence in Libya and civil wars more generally. 相似文献
200.
Terence M. Holmes 《战略研究杂志》2017,40(7):1039-1058
Clausewitz was much preoccupied with the apparent contradiction between real and absolute war. Why did war in history so rarely exhibit the extremes of violence and energy implied in the pure concept of war? Clausewitz’s commentators have usually followed him in thinking that this was a genuine problem in need of a solution, but I want to question that view. I will argue that Clausewitz did not have a coherent philosophy of absolute war, and therefore the contradiction he posited between real and absolute war was equally meaningless – as, too, was his effort to resolve it by claiming that some real wars approached or even attained the absolute form of war. The real problem was not the opposition of real and absolute war, but the self-contradictory theory of absolute war. 相似文献