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高校围绕立德树人根本使命,正在积极构建全员全过程全方位育人格局。在此形势下,作为高校思政工作一线骨干力量的辅导员队伍面临新的角色转型,找准自己在高校"大思政"中的新定位,要成为全员育人的骨干力量,做思想政治教育和管理工作的组织者与育人资源的协调者;要成为全过程育人的融通力量,做学生全面成长的指导者与持续发展的推动者;要成为全方位育人的串联力量,做"十大"育人体系落地的终端实施者与成效评估者。在三全育人的新格局下,辅导员队伍要与校内外育人队伍一起,协同攻关、形成合力,共同推进一体化育人机制。  相似文献   
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Participants (N = 357) were randomly assigned to 1 of 3 conditions: lay health advisor (promotora) plus tailored print materials, tailored print materials only (tailored), or off-the-shelf print materials (control). The primary outcomes were calories from fat and daily grams of fiber. Secondary outcomes included total energy intake, total and saturated fat intake, and total carbohydrates. Adjusted for baseline values, calories from fat were 29%, 30%, and 30% for the promotora, tailored, and control conditions, respectively, and grams of fiber consumed were 16 g, 17 g, and 16 g. Significant Condition X Time interactions were not observed between baseline and 12-weeks postintervention. The LHA condition achieved significantly lower levels of energy intake, total fat and saturated fat, and total carbohydrates. The relative superiority of the promotora condition may derive from the personal touch achieved in the face-to-face interactions or from the women's use of print materials under the promotora's guidance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
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构建高校辅导员培训质量评估制度,旨在为辅导员培训质量评估建章立制,把它作为一种规范、准则或者规章确立下来并在实践中加以运用。高校辅导员培训的目的、特殊性,国内外有益的教育质量评估经验以及日趋完善的辅导员培训政策法规是建立高校辅导员培训质量评估制度的现实依据。建立辅导员培训质量评估制度要坚持方向性、科学性、针对性、发展性和互动性等原则。辅导员培训质量评估制度以评估指标体系为实现中介,以评估组织机构为实现载体。  相似文献   
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Sixteen 3rd-year counseling psychology doctoral students were interviewed about their relationships with their graduate advisors. Of those students, 10 were satisfied and 6 were unsatisfied with their advising relationships. Satisfied and unsatisfied students differed on several aspects of the advising relationship, including (a) the ability to choose their advisors, (b) the frequency of meetings with their advisors, (c) the benefits and costs associated with their advising relationships, and (d) how conflict was dealt with in the advising relationship. Furthermore, all of the satisfied students reported that their advising relationships became more positive over time, whereas many of the unsatisfied students reported that their advising relationships got worse (e.g., became more distant) over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
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A multimodal teaching advisor (MTA) has been developed for sensor-enhanced robotic systems used in manufacturing. The MTA utilizes the work-site operator's know-how and robotic-systems information, including that from sensors, in a complementary manner. This system integrates information from various sources to carry out robotic tasks and presents this information through user interfaces that are easily understood by the operator. That is, the system integrates task specifications including tolerances, system constraints, sensory information, and operator- and robot-related information. The synthesized information is then presented in realtime to the operator at the work-site through a mobile multimodal interface. Experimental results show that this system can significantly improve total robotic system performance by ensuring a high-quality teaching task.  相似文献   
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