民办高校党建工作思考

从民办高校领导体制、办学层次等特点出发,阐明了民办高校应完善党组织机构,构建稳定务实的学习型党务干部队伍,探索创新灵活的党校培训体制,形成具有民办高校特色的党建工作机制,为民办高校坚持社会主义办学方向和和谐发展提供坚强的组织保证。     

民办高校产学研合作的影响因素分析

产学研合作,既是民办高等教育改革发展的需要,也是企业、社会发展的必然要求,对民办高校的生存和发展具有着重要意义。本文从双师型教师队伍、课程设置、校企合作、实习基地建设、国家政策扶持等方面,对影响民办高校产学研结合的影响因素进行了分析,针对民办高校产学研结合的现状,提出了推动民办高校产学研合作的发展方向。     

我院学报荣获“全国民办高校优秀学报一等奖”

正2018年4月15日,二届二次全国民办高校学报工作研讨会在福州外语外贸学院举行,会议对全国民办高校的学报进行了评比和表彰。我校主办的《武汉生物工程学院学报》荣获"全国民办高校学报一等奖"。本次会议由全国民办高校学报研究会主办,福州外语外贸学院承办,会议以"学报如何服务新时代民办高等教育发展"为主题,共同研讨和畅谈民办高校学报的改革与发展战略。与会专家、学者就民办高校学报在新时期     

湖北省民办高校时尚健身舞融入健美操教学可行性分析

湖北省民办高校数量逐年递增,随着国家关于教学体制的改革脚步加快,湖北省的民办高校在各项教学活动中也开始了改革的新尝试。本文从湖北省民办高校的健美操教学改革发起研究,针对当前健美操教学中的问题和当前国内外时尚健身舞的兴起,为民办高校在健美操教学改革中尝试引入时尚健身舞做出了相关的可行性分析,从两种舞蹈的特点和共性等方面得出了值得推广时尚健身舞的结论,为民办高校的健美操教学改革提供了借鉴。     

新时期我国民办高校党建工作研究

针对民办高校党建工作的特点和不足,民办高校应进一步加强党建工作的建设,促进民办高校和谐健康的向前发展。与此同时,民办高校党组织一定要正确认识民办高校党建工作与公办高校党建工作的区别,积极贯彻执行党的方针路线,正确引导办学方向,确保其政治核心作用和监督保证作用。     

从洛伦兹需求层次理论和培养员工忠诚度的角度来解析民办高校辅导队伍建设

民办高校作为我国高等教育的重要组成部分,民办高校学生管理工作也成了为高等教育工作的一个重要组成部分。然而,民办高校学生管理工作还存在一些问题。众所周知,辅导员队伍对民办高校教育工作质量至关重要,但加强辅导员队伍的建设因为辅导员队伍的不稳定而变得十分困难。文章结合需求层次理论分析了民办高校辅导员现状和辅导员的去求,并依据员工忠诚度理论来改善辅导员对学校的忠诚度以减少人员的流失。这有利于减少民办高校的招聘和培养成本,并为建立学习型与科研型辅导员队伍奠定基础。     

全面依法治国视域下民办高校法制教育探究

全面依法治国是中国共产党领导人民治理国家的基本方略。民办高校作为法制教育的重要教育阵地却还有很多不足,如:民办高校法律地位和办学定位不明、生源素质不高、法律课课时不足、师资力量紧缺、外部环境复杂等。因此,在全面依法治国的指导下,有必要分析和总结当今民办高校法制教育的问题,寻找提升民办高校法制教育质量的有效途径。     

民办高校银领人才培养的研究

论述了知识经济时代民办高校培养银领人才的必要性、可行性及银领教育的特征和实施条件。从改革、创新学科专业结构、课程体系、教学内容、培养方法,构建银领人才质量保障机制等方面,提出了民办高校培养银领人才的具体建议及成功经验。     

我院学报荣获“全国民办高校优秀学报一等奖”

正2016年12月11日,第一届第五次全国民办高校学报工作研讨会在广州召开,会议对全国民办高校的学报进行了评比和表彰。我校主办的《武汉生物工程学院学报》荣获"全国民办高校学报一等奖"。     

浅谈民办高校学生党员发展工作存在的问题与对策

就民办高校学生党员发展工作存在的主要问题进行了分析,提出了健全基层党组织、建设高效精干的党务干部队伍、建立党员培养、发展及后期管理的一体化机制及丰富支部活动内容等适合民办高校学生党员发展工作的积极对策,从而形成民办高校学生党员发展工作特色。     

融德育于植物学教学之中

德育是植物学教学的任务之一。教师要深钻教材,努力发掘其德育因素。在课堂教学中,利用科学家的生平事迹、业绩,对学生进行理想教育;介绍我国在生物科学史上所取得的讳大成就,培养学生的民族自尊心和自豪感;介绍我国丰富的植物资源,激发学生的爱国热情;介绍当前自然资源遭破坏及环境危机的现状,增强学生的社会责任感;在讲生态平衡时要注意向学生渗透质量互变的哲学原理。实验课和课外活动的德育作用不可忽视。正确处理德育与知识教学的关系,灵活多样地渗透德育内容,并注意教师自身的表率作用,是搞好德育的重要因素。     

当前医患矛盾对医学生德育教育的影响与对策

当前我国医患关系呈现为整体和谐、局部矛盾尖锐的态势,局部矛盾体现在暴力伤医事件频频发生。在缓解局部矛盾的过程中,医学生作为青年学生,面对恶性暴力事件带来的冲击时心理生理都会受到很大影响。同时,医学生作为未来医生又直接关系到未来医患关系的构建,因此,如何在当前特殊形势下避免医患矛盾给医学生带来不良影响,加强医学生德育教育的有效性,成为医学生德育教育的重点和难点。本文通过分析医患矛盾成因,对医学生德育教育的影响以及对策来探讨和研究,希望为构建和谐医患关系和医学生德育教育方面提供新的解决思路。     

医德视域下医学生医学精神的建构

近些年来,我国十分重视医学生职业道德教育,然而,在医德教学实践中仍存在着观念落后、内容失衡和方法单一等多方面问题。同时,随着我国多元结构社会的形成,医学生的思想状况和价值观趋于复杂化,从业时职业道德水平出现滑坡。针对目前医学生医德教育存在的种种问题,试图从加强和改进医学生医德教育的角度,探索医学生医德教育改革,增强医学生医德教育的实效性。     

议高校图书馆如何为德育教育提供服务

就大学生的思想道德教育问题进行了客观分析与理性思考,并从高校图书馆的性质和任务出发,提出了从优化馆藏资源、传播优良思想、丰富导读内容、正确引导读者、营造和谐文明的借阅环境等方面来为德育教育提供服务。     

Moral Bioenhancement: Much Ado About Nothing?

Recently, some have proposed moral bioenhancement as a solution to the serious moral evils that humans face. Seemingly disillusioned with traditional methods of moral education, proponents of bioenhancement believe that we should pursue and apply biotechnological means to morally enhance human beings. Such proposal has generated a lively debate about the permissibility of moral bioenhancement. We argue here that such debate is specious. The claim that moral bioenhancement is a solution – whether permissible or not – to the serious moral problems that affect human beings is based on several problematic framing assumptions. We evaluate here three of such assumptions: the first rests on a contested understanding of morality, the second consist in a mistaken conception of human moral problems, and the third relates to problematic presuppositions grounding the interpretation of existent scientific evidence presented to defend moral bioenhancement. Once these framing assumptions are identified and critically evaluated, it becomes clear that the moral bioenhancement debate is misguided.     

新冠疫情下“细胞生物学”课程思政教学研究

立德树人是教育事业的根本任务,课程思政是将立德树人融入教育各环节、各领域的重要手段。"细胞生物学"既是现代生命科学的前沿分支学科之一,也是高校生命科学类专业的重要课程。该文在课程思政的背景下,选择新型冠状病毒肺炎疫情(简称:新冠疫情)为载体,以"细胞生物学"课程中"病毒的特征、入侵、增殖"为主线,从"教学内容的甄选"和"实施策略"两个方面着手,开展聚焦新冠疫情下"细胞生物学"课程思政教学的深入探讨。该研究旨在引导学生在研习专业知识的基础上,提升其科学素养、树立其正确的价值观,为侧重新冠疫情的课程思政研究提供重要参考。     

Alcohol dependence associated with increased utilitarian moral judgment: a case control study

Recent studies indicate that emotional processes, mediated by the ventromedial prefrontal cortex (VMPC), are of great importance for moral judgment. Neurological patients with VMPC dysfunction have been shown to generate increased utilitarian moral judgments, i.e. are more likely to endorse emotionally aversive actions in order to maximize aggregate welfare, when faced with emotionally salient personal moral dilemmas. Patients with alcohol dependence (AD) also exhibit impairments in functions mediated by the prefrontal cortex, but whether they exhibit increased utilitarian moral reasoning has not previously been investigated. The aim of this study was to investigate moral judgment in AD patients (n = 20) compared to healthy controls (n = 20) matched by sex, age and education years. Each subject responded to a battery of 50 hypothetical dilemmas categorized as non-moral, moral impersonal and moral personal. They also responded to a questionnaire evaluating explicit knowledge of social and moral norms. Results confirmed our hypothesis that AD patients generated increased utilitarian moral judgment compared to controls when faced with moral personal dilemmas. Crucially, there was no difference in their responses to non-moral or impersonal moral dilemmas, nor knowledge of explicit social and moral norms. One possible explanation is that damage to the VMPC, caused by long term repeated exposure to alcohol results in emotional dysfunction, predisposing to utilitarian moral judgment. This work elucidates a novel aspect of the neuropsychological profile of AD patients, namely a tendency to generate utilitarian moral judgment when faced with emotionally salient moral personal dilemmas.     

遗传学课程思政教育的探索与实践

课程思政对高校落实立德树人、实现人才培养目标具有重要的意义。在专业课中进行课程思政改革有助于探究高校专业课程中育人功能的发挥。遗传学是生命科学专业重要的基础课程,在生命科学知识体系的构建中具有重要作用。立足内蒙古农业大学示范课程改革的教学实践,我们重塑了教学目标,改革教学方法,挖掘遗传学课程中蕴含的思政元素,使德育教育深入教师心、学生心,贯穿于教学、教评全过程,使知识传授、能力培养与价值引领同向同行,以提升学生的综合素质。     

GETTING MORAL ENHANCEMENT RIGHT: THE DESIRABILITY OF MORAL BIOENHANCEMENT

We respond to a number of objections raised by John Harris in this journal to our argument that we should pursue genetic and other biological means of morally enhancing human beings (moral bioenhancement). We claim that human beings now have at their disposal means of wiping out life on Earth and that traditional methods of moral education are probably insufficient to achieve the moral enhancement required to ensure that this will not happen. Hence, we argue, moral bioenhancement should be sought and applied. We argue that cognitive enhancement and technological progress raise acute problems because it is easier to harm than to benefit. We address objections to this argument. We also respond to objections that moral bioenhancement: (1) interferes with freedom; (2) cannot be made to target immoral dispositions precisely; (3) is redundant, since cognitive enhancement by itself suffices.     

Who’s afraid of perfectionist moral enhancement? A reply to Sparrow

Robert Sparrow recently argued that state-driven moral bioenhancement is morally problematic because it inevitably invites moral perfectionism. While sharing Sparrow’s worry about state-driven moral bioenhancement, I argue that his anti-perfectionism argument is too strong to offer useful normative guidance. That is, if we reject state-driven moral bioenhancement because it cannot remain neutral between different conceptions of the good, we might have to conclude that all forms of moral enhancement programs ought not be made compulsory, including the least controversial and most popular state-driven program: compulsory (moral) education. In this paper, I argue that, instead, the spirit of Sparrow’s worry should be recast in the language of the capability approach—an approach that strives to enhance people’s capabilities to develop their own conceptions of the good by restricting itself from endorsing thick conceptions of the good. The distinction made regarding thick and thin conceptions of the good helps to capture sentiments against state-driven bioenhancement programs without falling prey to the issues I raise against Sparrow’s anti-perfectionist arguments.