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1.
参考文献的引用和著录是学位论文的重要组成部分,规范运用参考文献的引用和著录。可以体现作者严谨求实的科研素养。以T校英语专业近三届的优秀学位论文为研究对象,通过对文后参考文献的“权威”度、“广”度、“鲜”度和“精”度四大特点进行统计处理,发现参考文献引用类型集中、质量较低、部分著录不规范等问题,并提出一些相应措施促进参考文献的引用逐步走向规范化,以期进一步提高毕业论文质量和本科生的科研素养。 相似文献
2.
大学生毕业论文是对大学生四年学习情况的一个总结,毕业论文的质量是检验教学工作成果的一个重要标尺。作者通过调查统计,从参考文献的角度分析了参考文献著录,以及参考文献的文献类型分布及时间分布中所反映出来的问题,并针对这些问题提出了提高大学生毕业论文质量的措施。 相似文献
3.
李金梅 《青岛职业技术学院学报》2000,(1)
教育学院学报参考文献著录存在着不著录、著录不准确、著录格式不符合国家标准等问题。原因是多方面的 ,最主要的是编者、作者未给予足够的重视。著录规范化、标准化是保证学报质量的一个重要方面 ,因此 ,教育学院学报必须下大力气 ,规范参考文献的著录 ,使其达到国家标准的要求 相似文献
4.
张红亚 《常熟理工学院学报》2003,17(3):109-112
撰写毕业论文是本科生学业的一个重要环节，引文又是毕业论文的重要组成部分。本文对我校历届师范本科生1183篇毕业论文的选题和引文的数量、类型、语种、年代、著录方法以及引文与馆藏印刷型图书文献的对照等方面进行了统计分析。 相似文献
5.
社科学报参考文献著录中存在的问题及对策 总被引：2，自引：0，他引：2
彭江 《阜阳师范学院学报(社会科学版)》2008,(4):168-169
近年来,高校社科学报越来越重视参考文献著录规范,并将参考文献编排规范纳入社科学报的质量评价体系。针对社科学报目前仍然存在的参考文献著录项不全、著录不统一、著录与标引不对应等问题,应由编辑、作者和审稿专家共同努力,重点是加强编辑把关。 相似文献
6.
李金梅 《青岛教育学院学报》2000,13(1):66-68,72
教育学院学报参考文献著录存在着不著录、著录不准确、著录格式不条例国家标准等问题。原因是多方面的，最主要的是编者、作者未给予足够的重视。著录规范化、标准化是保证学报质量的一个重要方面，因此，教育学院学报必须下大力气，规范参考文献的著录，使其达到国家标准的要求。 相似文献
7.
高等成人教育毕业论文写作及文后参考文献著录规范化 总被引：2，自引：0，他引：2
张淑霞 《陕西师范大学继续教育学报》2006,23(4):95-99
本文对高等成人教育毕业论文写作要求、类型、结构、选题、主要步骤进行了介绍;并对中华人民共和国国家质量标准监督检验检疫局和中国国家标准化管理委员会2005年发布的中华人民共和国国家标准GB/T7714-2005《文后参考文献著录规则》的用法作了详细地介绍,对常见的著录错误进行了分析,旨在提高学生撰写毕业论文和著录规范化的水平与能力。 相似文献
8.
为提高编校质量、维护学术诚信,调查公开发行的高职学报刊登论文的参考文献著录格式差错、引而不注、引用不当等问题,分析其原因并提出相应的预防措施.参考文献著录格式差错直接影响到编校质量.引而不注、引用不当直接导致作者剽窃他人研究成果的学术不端行为.为此,作者和编辑应增强参考文献著录的规范意识和学术不端行为的防范意识,正确标注和规范著录参考文献,以期推动高职学报高质量发展. 相似文献
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文后参考文献的著录方法及编辑规范 总被引：1，自引：0，他引：1
高巍 《山西财经大学学报(高等教育版)》1999,(4)
文后参考文献是作者为指明自己的论据和数据的出处,或为提供读者参阅、查找和直接引用的文献。规范地引用和著录参考文献,是论文作者和期刊编辑的重要工作之一。参考文献的著录应按照必要性、重要性和时效性的原则,根据专著、连续出版物、专利文献、专著中析出的文献以及连续出版物中析出的文献等不同情况,将各著录项目和著录符号依规范的著录格式列示出来。 相似文献
11.
The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful. 相似文献
12.
刘燕凤 《广东职业技术师范学院学报》2013,(8):120-124
党的十八大报告在改善民生和创新管理中强调要加强社会建设,努力做好人民满意的教育。作为高等教育的重要组成部分,研究生的思想教育管理尤为重要。而女研究生作为研究生中的一部分,有着其特殊的、需要多加关注的地方。从管理学的角度出发,试图借助于双因素理论透析在女研究生思想教育管理过程中的管理要素,并对女研究生保健及激励需求诸多因素进行分析,探讨了女研究生思想教育应如何才能消除不满意感并提升满意感。 相似文献
13.
We examine graduate student teaching as an input to two production processes: the education of undergraduates and the development of graduate students themselves. Using fluctuations in full-time faculty availability as an instrument, we find undergraduates are more likely to major in a subject if their first course in the subject was taught by a graduate student, a result opposite of estimates that ignore selection. Additionally, graduate students who teach more frequently graduate earlier and are more likely to subsequently be employed by a college or university. 相似文献
14.
扩招后我国研究生入学选择的实证研究 总被引：2，自引：0，他引：2
本文采用2008年<高校本专科生学业发展状况调查>和<研究生学业发展状况调查>的数据,对扩招后我国高校研究生入学选择及其入学动机展开了分析.分析集中在以下三个方面:本专科毕业后表示读研意愿的学生群体的特性、研究生入学意愿的影响机制、研究生群体的入学动机及其结构性特征.研究结果显示:1)读研已成为扩招后我国高校学生毕业后的主要发展路径之一;2)毕业后选择升学和选择就业的两大学生群体,其家庭社会经济背景和学业能力存在着显著的差异;3)学生的个体特征、家庭背景、高校教学环境、学生学业参与、学业成绩和经济因素对学生选择升学都具有显著影响;4)研究生入学动机呈现多样化趋势.在保持学术研究兴趣的同时,强化就业竞争力、拓展社会资本以及荻取户籍等非学术型升学导向日趋明显. 相似文献
15.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
16.
Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral
students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral
student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present
findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported
by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide
range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching
and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors
reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives
were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges
they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth.
We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral
students may uncover new ideas about the benefits reaped through undergraduate research experiences. 相似文献
17.
Marion Lee Johnson 《Quest (Human Kinetics)》2013,65(1):56-64
Graduate programs will be appropriate if we maintain the integrity of graduate study by insisting on a major emphasis on research by graduate students and faculty. Graduate programs will be undesirable if we award graduate degrees for what should be undergraduate programs, and/or if faculty become so involved in undergraduate or service programs that there is no ongoing focused scholarly activity. To continue to argue about the relative importance of service, practitioner preparation, and research objectives in graduate education will cause ongoing division, resulting in faltering steps toward the future. On the other hand, minor cosmetic changes aimed at achieving the image of a unified graduate program will produce stumbling attempts to go forward. Marching together boldly into the future requires respect for different missions at different levels and doing well what needs to be done by the practitioner, in undergraduate and in graduate programs. At the graduate level, it means taking seriously our mission to acquire better estimates of the truth. Three ideas that will assist that inquiry are to define graduate study in terms of (a) an extension of research, (b) relevant independent study, and (c) the kind of depth that promotes an appreciation of the breadth and interrelatedness of all aspects of our field. 相似文献
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Tazzarae Spivey-Mooring 《Peabody Journal of Education》2014,89(3):393-410
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education. 相似文献
20.
汪丹 《宁波教育学院学报》2014,(5):16-19
研究生信息素养水平的高低与研究生科研创新能力、研究生人才培养质量正相关。面对互联网时代带来的海量信息,研究生的信息素养显现出一些特点,检索与获取信息更依赖网络浏览及搜索引擎、分析与评判信息更趋于感性化、运用与创造信息更依赖于软件工具,这些特点反映了当代研究生信息依赖心理过重、信息处理能力相对不足以及信息道德素质尚待提高等问题,因此针对研究生信息素养的现状开展专项培育工程,切实提高研究生信息素养成为研究生创新人才培养的重要课题。 相似文献