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簡(jiǎn)介：?jiǎn)挝淮a10445學(xué)號(hào)2009040005分類號(hào)D6481研究生類別高校教師碩士學(xué)位論文論文題目論文題目醫(yī)學(xué)高等院校大學(xué)生醫(yī)德教育研究學(xué)科專業(yè)名稱思想政治教育申請(qǐng)人姓名劉純景導(dǎo)師姓名萬(wàn)光俠教授論文提交時(shí)間2011年4月20日獨(dú)創(chuàng)聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得（注如沒(méi)有其他需要特別聲明的，本欄可空）或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名導(dǎo)師簽字學(xué)位論文版權(quán)使用授權(quán)書(shū)學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解山東師范大學(xué)山東師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)山東師范大學(xué)山東師范大學(xué)可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。（保密的學(xué)位論文在解密后適用本授權(quán)書(shū)）學(xué)位論文作者簽名導(dǎo)師簽字簽字日期20年月日簽字日期20年月日

簡(jiǎn)介：分類號(hào)UDC江西科技師范學(xué)院碩士學(xué)位論文中德高等職業(yè)教育課程開(kāi)發(fā)的比較研究COMPARISONSTUDYONCURRICULUMDEVELOPMENTINHIGHERVOCATIONALEDUCATIONBETWEENCHINAANDGERMAN秦娟娟指導(dǎo)教師姓名、職稱陵夏壟麴握申請(qǐng)學(xué)位級(jí)別亟學(xué)科專業(yè)名稱墼些撞苤熬直堂論文提交日期至QQ量2量論文答辯日期2QQ二量曼Q答辯委員會(huì)主席評(píng)閱人2010年5月25日學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得江西科技師范學(xué)院或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名C手瓢撕字日期加產(chǎn)年知必日學(xué)位論文版權(quán)使用授權(quán)書(shū)本學(xué)位論文作者完全了解選酉型這埡菹堂院有關(guān)保留、使用學(xué)位論文的規(guī)定，有權(quán)保留并向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)，允許論文被查閱和借閱。本人授權(quán)江酉型這』巫范學(xué)院可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編本學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書(shū)學(xué)位論文作者簽名手寫(xiě)樅導(dǎo)師簽名手寫(xiě)簽字日期ⅫI口年5月5日簽字日期驢年歹月坻EL

簡(jiǎn)介：Y伯鼯15廣西師范大學(xué)碩士研究生學(xué)位論文西部地區(qū)高等教育結(jié)構(gòu)的生態(tài)分析THEECOLOGICALANALYSISOFTHEHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGION院系教育科學(xué)學(xué)院年級(jí)2002級(jí)專業(yè)教育經(jīng)濟(jì)與管理研究方向高等教育餐理導(dǎo)師賀祖斌研究員研究生余珊珊完成時(shí)問(wèn)；2005年4月中國(guó)廣西桂林ABSTRACTTHEECOLOGICALANALYSISOFTHEHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGIONYUSHANSHAN，POSTGRADUATEOF2002GRADE，MAJORINEDUCATIONECONOMYANDMANAGEMENTRESEARCHDIRECTIONHIGHEREDUCATIONMANAGEMENTTHETHESISDEMONSTRATESALLECOLOGICALANALYSISONHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGION，TAKINGTHEVALUEOFECOLOGYANDECOLOGICALPRINCIPLESANDMETHODSINTOACCOUNTTHERESEARCHISBASEDONTHEANALYSISOFPRESENTCONDITIONOFTHEWESTERNHIGHEREDUCATIONSTRUCTURE，EXPLORINGREASONSOFUNBALANCE，PUTTINGFORWARDBASICDIRECTIONTHATSTRUCTUREADJUSTSTO，F(xiàn)INALLYTAKINGTHECONTINUANCEASTHEPOTENTIALWAYTODEVELOPHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGIONFIRSTLYTHISTHESISANALYZESINGREATDETAILTHELAYERSTRUCTURE，SECTIONSTRUCTURE，F(xiàn)ORMSTRUCTUREANDDISTRACTSTRUCTUREOFTHEWESTERN扯GHEREDUCATIONFROMTHEANGLEOFECOLOGYITFMDSOUTECOLOGICALPROBLEMSOFTHEWESTERNHIGHEREDUCATIONSTRUCTUREACCORDINGTOITSADAPTABILITYTOENVIRONMENTANDITSBALANCEANDANALYZESTHECONDITIONTHATSTRUCTUREISOUTOFBALANCESECONDLYAIMINGATTHISKINDOFCONDITION，THISTHESISTHENEXPLORESREASONSWHYTHEWESTERNHIGHEREDUCATIONSTRUCTUREISOUTOFBALANCEMAINLYFROMTHEINNERPARTANDTHEEXTERIORTHEINNERREASONISTHEABSURDITYOFTHEECOSYSTEM；ITISTHATTHEECOSYSTEMOFTHEWESTERNHIGHEREDUCATIONISNOTREASONABLESEEINGONTHEMACROVIEWITISTHATTHEECOSYSTEMOFSTRUCTUREFACTORSISNOTREASONABLESEEINGONTHETINYVIEWTHEEXTERIORREASONISTHEINFLUENCEOFECOSYSTEMFACTORSTHEINFLUENCEOFLIMITINGFACTORSANDECOSYSTEMENVIRONMENTTHIRDLY，THETHESISPUTSFORWARDBASICDIRECTIONTHATSTRUCTUREADJUSTSTOECOSYSTEMBALANCEITEXPRESSTHATTHECOORDINATIONOFLAYERS，THEEXCELLENTTURNOFSECTIONS，THEDIVERSIFICATIONOFTEACHINGFORMS，THEBALANCEDEVELOPMENTOFDISTRICTTRYINGTOCARRYOUTTHETARGETTHATALLMAINFACTORSDISTRIBUTEREASONABLYANDKEEPTHEOPPOSITEBALANCEDEVELOPMENTOFTHEHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGIONLASTBUTNOTLEAST，ITISSUGGESTEDTHATECOLOGICALDEVELOPMENTISTHERATIONALECHOICEOFTHEHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGIONANDITTHINKSTHATKEEPINGTHEBALANCEOFTHEHIGHEREDUCATIONSTRUCTURESHOULDFOLLOWHIGHEREDUCATIONECOSYSTEMREGULATIONASARESULT，THETHESISAPPEALSTOCONSTRUCTINGTHEECOLOGICALDEVELOPMENTPRINCIPLESPUSHINGTHEDEVELOPMENTOFHIGHEREDUCATIONSTRUCTUREINCHINESEWESTERNREGION，KEYWORDSTHEWESTERNREGIONHIGHEREDUCATIONSTRUCTUREECOLOGICALANALYSISII

簡(jiǎn)介：天津大學(xué)博士學(xué)位論文中國(guó)區(qū)域高等教育發(fā)展的收斂性研究THERESEARCHONCONVERGENCEOFREGIONALHIGHEREDUCATION一級(jí)學(xué)科學(xué)科專業(yè)作者姓名指導(dǎo)教師笪堡抖堂皇王捏笪堡抖堂皇王猩整篷攫奎全生熬援天津大學(xué)管理與經(jīng)濟(jì)學(xué)部二零一零年八月一專一苓，牛八月，，，RJ獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果，除了文中特別加以標(biāo)注和致謝之處外，論文中不包含其他人已經(jīng)發(fā)表或撰寫(xiě)過(guò)的研究成果，也不包含為獲得墨生盤(pán)堂或其他教育機(jī)構(gòu)的學(xué)位或證書(shū)而使用過(guò)的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示了謝意。文學(xué)印1一期秒夕年多月刁日學(xué)位論文版權(quán)使用授權(quán)書(shū)‘本學(xué)位論文作者完全了解一墨鲞盤(pán)堂有關(guān)保留、使用學(xué)位論文的規(guī)定。特授權(quán)玉鲞盤(pán)塋可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，并采用影印、縮印或掃描等復(fù)制手段保存、匯編以供查閱和借閱。同意學(xué)校向國(guó)家有關(guān)部門(mén)或機(jī)構(gòu)送交論文的復(fù)印件和磁盤(pán)。保密的學(xué)位論文在解密后適用本授權(quán)說(shuō)明學(xué)位論文作者虢辮淘彬簽字日期。秒戶年8月刁日導(dǎo)師虢耋手‘簽字日期叫礦年∥月歹夕日

簡(jiǎn)介：當(dāng)代中國(guó)高等教育的倫理精神研究論文作者學(xué)科專業(yè)指導(dǎo)教師培養(yǎng)單位培養(yǎng)類別完成時(shí)間朱春梅馬克思主義倫理學(xué)趙美艷馬克思主義學(xué)院全日制2011年02月10日沈陽(yáng)師范大學(xué)學(xué)位評(píng)定委員會(huì)當(dāng)代中國(guó)高等教育的倫理精神研究中文摘要倫理精神的發(fā)展一直都與教育緊密聯(lián)系，倫理精神的教育是學(xué)校教育的重要基礎(chǔ)，維持社會(huì)良性運(yùn)行的重要手段。隨著我國(guó)的社會(huì)轉(zhuǎn)型，高等教育倫理精神也有了新的變化，高等教育倫理精神既得到了解放，又面臨新的挑戰(zhàn)。大學(xué)生的倫理精神直接關(guān)系到中華民族的偉大復(fù)興。而大學(xué)階段是大學(xué)生健康成長(zhǎng)的關(guān)鍵時(shí)期。作為高等教育工作者，不僅肩負(fù)著將文化知識(shí)傳授給青年學(xué)生的使命，而且也肩負(fù)著學(xué)生成人、成長(zhǎng)、成才的倫理精神的使命。所以，加強(qiáng)對(duì)高等教育的倫理精神的研究，從而突出倫理精神在高等教育中的重要育人作用意義十分重大。就我國(guó)的目前情況看，各種倫理和道德問(wèn)題的層見(jiàn)疊出，現(xiàn)實(shí)的危機(jī)和滑坡現(xiàn)象影響著中國(guó)傳統(tǒng)的倫理精神教育，提升高等教育的倫理精神已經(jīng)成為全民的普遍呼聲。而目前的高等教育倫理學(xué)研究在理論和實(shí)踐上還有很多的問(wèn)題，就目前掌握的資料來(lái)看，相關(guān)學(xué)術(shù)論文雖然有一些，但多數(shù)研究拘泥于理論描述，而缺少實(shí)證材料。為了引起高校教育工作者對(duì)高等教育倫理精神問(wèn)題的關(guān)注，促進(jìn)高尚的倫理精神在高校中的發(fā)展，本文在界定了高等教育倫理精神的相關(guān)概念以后，筆者又著重從高等教育功利化、高等教育公平問(wèn)題制約倫理精神發(fā)展、教育工作者自身的倫理素質(zhì)相對(duì)匱乏三個(gè)方面闡述了高等教育倫理精神缺失的表現(xiàn)，并從高等教育目標(biāo)偏頗、教育公平矛盾突出、教育工作者的道德責(zé)任感日益下降三個(gè)方面對(duì)高等教育倫理精神缺失的原因進(jìn)行了分析。為解決目前高等教育倫理精神中出現(xiàn)的問(wèn)題，使高等教育倫理精神能夠有所改善，筆者試從以下幾個(gè)方面提出提升高等教育倫理精神的對(duì)策和思考1．經(jīng)濟(jì)社會(huì)條件下堅(jiān)持用馬克思主義倫理觀念育人2．公平正義是培育高等教育倫理精神的基本保障；3．全面提高教育工作者的個(gè)人道德修養(yǎng)。以期為改進(jìn)高等教育德倫理精神提供可借鑒的依據(jù)。關(guān)鍵詞高等教育，倫理精神，倫理道德，教育公平

簡(jiǎn)介：山東大學(xué)碩士學(xué)位論文我國(guó)高等教育區(qū)域均衡發(fā)展與財(cái)政政策安排姓名趙黎娜申請(qǐng)學(xué)位級(jí)別碩士專業(yè)高等教育學(xué)指導(dǎo)教師劉志業(yè)20080520山東大學(xué)碩士學(xué)位論文的研究，也重點(diǎn)突出了政府的財(cái)政分配職能。本文比較了發(fā)達(dá)國(guó)家和發(fā)展中國(guó)家的高等教育財(cái)政政策，同時(shí)把一定價(jià)值判斷作為出發(fā)點(diǎn)和落腳點(diǎn)，提出所研究的事物“應(yīng)該是什么一，并回答為什么要做出這種選擇，循著這樣的思路，提出了高等教育均衡發(fā)展中，財(cái)政的投資政策、稅收政策和轉(zhuǎn)移支付政策。本文的新見(jiàn)性和創(chuàng)造性主要是應(yīng)用經(jīng)濟(jì)理論，對(duì)實(shí)現(xiàn)我國(guó)高等教育的區(qū)域均衡發(fā)展提出政策性意見(jiàn)，指出目前我國(guó)正處在經(jīng)濟(jì)社會(huì)的發(fā)展階段，運(yùn)用公共財(cái)政職能，特別是轉(zhuǎn)移支付等方式是解決高等教育領(lǐng)域不均衡發(fā)展的有效手段。希望本文能為高等教育的均衡發(fā)展提供建設(shè)性意見(jiàn)。2關(guān)鍵詞高等教育；區(qū)域均衡財(cái)政政策