关于创新的社会实践调查报告

关于创新的社会实践调查报告

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时间:2018-09-29

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1、关于创新的社会实践调查报告  篇一:大学生的创新精神和实践能力的调查报告  社会实践调查报告  题目:  课程名称:  学院:  专业:  年级:  学号:  学生姓名:  指导教师:  XX年6月3日大学生的创新精神和实践能力的调查毛泽东思想和中国特色社会主义理论体系概论  目录  摘要·····················································································错误!未定义书签。前言······················································

2、·······························错误!未定义书签。  第一篇创新精神和实践能力对大学生发展的重要性  创新精神对大学生的发展有指导性的作用················错误!未定义书签。  实践能力对大学生在今后社会中的发展有着重要的作用错误!未定义书  签。  创新精神和实践能力相结合是大学生发展最重要的部分·························3  第二篇大学生创新精神和实践能力的现状  大学生缺乏一定的创新精神和实践能力······················································4  大

3、学生对此想而不为·····················································································4  学校缺乏组织学生参加创新精神和实践能力方面的活动·························5  第三篇影响大学生创新精神和实践能力的因素  个人因素对大学生创新精神和实践能力的影响··········································5  个人性格的影响·····················································

4、······························5  个人兴趣、爱好的影响·······································································5  个人交往人群的影响···········································································6  教育体制对大学生创新精神和实践能力的影响·········································6  教师的授课方式对大学生创新精神和实践能力的影响····

5、·························7  学校对学生创新精神和实践能力的关注度和经费支持力度的影响·········7  网络的不正确使用的影响·············································································7  第四篇对培养大学生创新精神和实践能力的对策  定期在学校开展一些创新与实践方面的知识讲座······································8  针对各个专业的学生进行技能培训····································

6、·························8  鼓励学生参加一些创新实践方面的竞赛·····················································8  对教师进行一定的培训·················································································9  改进教育体制······························································································

7、···9  把创新和实践作为奖励制度的标准之一·····················································9  对网络的正确使用进行规范化的教育·······················································10结语············································································

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