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本刊编辑部 《渭南师范学院学报》2005,20(1):85-85
教育部于 2 0 0 4年 8月 2 6日颁布了我国建国以来的第一部《高等学校哲学社会科学研究学术规范 (试行 )》 (以下简称《规范》)。《规范》对高校哲学社会科学研究的基本规范、学术引文规范、学术成果规范、学术评价规范和学术批评规范都作了明确的规定。这对明确学术要求、保证学术质量、维护学术尊严、纯化学术环境具有重要作用。既比较全面涉及了学术规范的方方面面 ,又具有现实针对性。例如 ,《规范》对引文问题作出明确规定 :“引文应以原始文献和第一手资料为原则。凡引用他人观点、方案、资料、数据等 ,无论曾否发表 ,无论是纸质或电… 相似文献
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《长春工业大学学报(高教研究版)》2008,(4)
一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作,加强学风建设和职业道德修养,保障学术自由,促进学术交流、学术积累与学术创新,进一步发展和繁荣高校哲学社会科学研究事业,特制订《高等学校哲学社会科学研究学术规范(试行)》(以下简称本规范)。(二)本规范由广大专家学者广泛讨论、共同参与制订,是高校师生及相关人员在学术活动中自律的准则。二、基本规范(三)高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和三个代表重要思想为指导,遵循解放思想、实事求是、与时俱进的思想路线,贯彻百花齐放、百家争鸣的方针 相似文献
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《陕西理工学院学报(社会科学版)》2013,(3):2
(教育部社会科学委员会2004年6月22日第一次全体会议讨论通过)一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作,加强学风建设和职业道德修养。保障学术自由,促进学术交流、学术积累与学术创新,进一步发展和繁荣高校哲学社会科学研究事业,特制订《高等学校哲学社会科学研究学术规范(试行)》(以下简称本规范)。(二)本规范由广大专家学者广泛讨论、共同参与制订,是高校师生及相关人员在学术活动中自律的准则。二、基本规范(三)高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和"三个代表"重要思想为指导,遵循解放思想、实事求是、与时俱进的思想路线,贯彻"百花齐放、百家争鸣"的方针。不断推动学术进步。 相似文献
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高等学校哲学社会科学研究学术规范(试行) 总被引：1，自引：0，他引：1
《四川师范大学学报(社会科学版)》2004,31(6)
一 总 则(一 )为规范高等学校 (以下简称高校 )哲学社会科学研究工作 ,加强学风建设和职业道德修养 ,保障学术自由 ,促进学术交流、学术积累与学术创新 ,进一步发展和繁荣高校哲学社会科学研究事业 ,特制订《高等学校哲学社会科学研究学术规范(试行 )》(以下简称本规范 )。(二 )本规范由广大专家学者广泛讨论、共同参与制订 ,是高校师生及相关人员在学术活动中自律的准则。二 基本规范(三 )高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想为指导 ,遵循解放思想、实事求是、与时俱进的思想路线 ,… 相似文献
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《长春工业大学学报(高教研究版)》2006,(4)
一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作，加强学风建设和职业道德修养，保障学术自由，促进学术交流、学术积累与学术创新，进一步发展和繁荣高校哲学社会科学研究事业，特制订《高等学校哲学社会科学研究学术规范(试行)》(以下简称本规范)。(二)本规范由广大专家学者广泛讨沦、共同参与制订，是高校师生及相关人员在学术活动中自律的准则。二、基本规范(三)高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想为指导，遵循解放思想、实事求是、与时俱进的思想路线，贯彻“百花… 相似文献
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《上海工程技术大学教育研究》2006,(1)
一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作,加强学风建设和职业道德修养,保障学术自由,促进学术交流、学术积累与学术创新,进一步发展和繁荣高校哲学社会科学研究事业,特制订《高等学校哲学社会科学研究学术规范(试行)》(以下简称本规范)。(二)本规范由广大专家学者广泛讨论、共同参与制订,是高校师生及相关人员在学术活动中自律的准则。二、基本规范(三)高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想为指导,遵循解放思想、实事求是、与时俱进的思想路线,贯彻“百花齐放、百… 相似文献
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《雁北师范学院学报》2005,(1)
一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作，加强学风建设和职业道德修养，保障学术自由，促进学术交流、学术积累与学术创新，进一步发展和繁荣高校哲学社会科学研究事业，特制订《高等学校哲学社会科学研究术规范(试行)》(以下简称本规范)。(二)本规范由广大专家学者广泛讨论、共同参与制订，是高校师生及相关人员在学术活动中自律的准则。 二、基本规范(三)高校哲学社会科学研究应以马克思列宁主义、毛泽东思想、邓小平理论和“三个代表”重要思想为指导，遵循解放思 相似文献
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为了适应新形势下我国人文社会科学事业繁荣发展的客观要求,也鉴于目前我国学术发展过程中存在的种种问题,教育部社会科学委员会2004年8月下发<高等学校人文社会科学研究学术规范>(试行).前此与稍后,<学术规范读本>①及<学术规范导论>②两书也正式出版.学术辨伪和学术规范关系紧密,试想,如果真假尚且不能区别,学术规范何从谈起呢?正因为学术辨伪和学术规范的这种关系,在<学术规范导论>所列的推荐书目中,<语言文字学辨伪集>③(以下称<辨伪集>,引文皆出自该书,只注页码)赫然排在第二位. 相似文献
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论学术研究规范与创新 总被引：8，自引：0，他引：8
关于反对学术失范、规范学术行为呼声,有些时日了。效果似乎有限。最近,为规范高校哲学社会科学研究工作,加强学风建设和职业道德修养,保障学术自由,促进学术交流,学术积累与学术创新,进一步发展和繁荣高校哲学社会科学研究事业,教育部颁布了《高等学校哲学社会科学研究学术规范》(试行)。不规范何以立,不规范难创新。我们希望以此为契机,狠抓落实,狠刹歪风,克服各种不规模行为,使现状有根本改观。为促进《规范》的执行,本刊特约几位专家撰写文章,以引起更多读者对这一问题的关注。 相似文献
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《陕西理工学院学报(社会科学版)》2012,(1):2
(教育部社会科学委员会2004年6月22日第一次全体会议讨论通过)一、总则(一)为规范高等学校(以下简称高校)哲学社会科学研究工作,加强学风建设和职业道德修养,保障学术自由,促进学术交流、学术积累与学术创新,进一步发展和繁荣高校哲学社会科学研究事业,特制订《高等学校哲学社会科学研究学术规范(试行)》(以下简称本规范)。 相似文献
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本文对加拿大高等教育作为一个研究领域的演变进行了大致的描述性分析,主要关注这一领域中学术成就的历史发展;其次聚焦于一些得到相当多关注的新兴主题和研究课题,包括公平、多样性和包容性,高等教育的本土化和非殖民化,国际化,以及学生经历;最后对未来的趋势发表了一些评论。 相似文献
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The continued gender imbalance in senior positions in higher education is a problem that persists despite decades of feminist research and publications in the area, as well as interventions in many countries to promote the advancement of women. In this article we view the issue of gender inequality through the lens of the prestige economy, which suggests that academics are motivated by prestige factors accrued through advancement in their careers. Prestige, authority and status, we suggest, may be more easily acquired by male academics. We draw on a case study of one institution in the Republic of Ireland, including data from a survey on academic careers (n = 269), to explore how the concept of prestige is gendered. We explore the cumulative effect of four themes: homosociability; non-transparency of criteria; academic workload balance; and self-promotion. 相似文献
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First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students’ decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student’s at-risk status and provide suggestions for managers of programs that help students succeed. 相似文献
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每一届国际数学教育大会(ICME)上专题研究组(TSG)的设置反映了国际学术界,至少是当届ICME的国际程序委员会(IPC)对国际学术动态的把握以及对前一届会议实施结果的调整,作为国际学术发展的趋势有一定的参考意义。利用内容分析法,对21世纪以来6届大会(2000年ICME-9至2021年ICME-14)的TSG主题设置进行了历史梳理,并分8个模块进行深入分析,总结数学教育领域的主要研究内容和研究热点,发现了传统主题继续保持,部分主题独立发展,零散主题难以稳定,新生主题有望跻身的特点,最后对ICME-14以及数学教育的发展趋势进行了展望。 相似文献
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ABSTRACTThis article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy. 相似文献
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Robert Michael Collin A. Webster Lynda Nilges Ali Brian Robert Johnson Russell Carson 《The American journal of distance education》2019,33(1):59-70
Previous research has not explored the potential of distance learning to prepare preservice teachers (PCTs) for promoting children’s physical activity. The purpose of this study was to (a) examine the perceptions and experiences of PCTs, inservice classroom teachers, university instructors, and elementary students who were involved in a semester-long distance delivery course that included a service-learning (SL) component with an emphasis on classroom movement integration (MI). Using a qualitative single case study design, interviews, observations, and artifacts (e.g. PCTs’ reflections and academic work) were thematically analyzed. Findings produced three themes including student-centered approach, benefit/importance of physical activity, and connect and reflect. These themes showed that participants’ perceptions and experiences support constructivist-guided SL using a distance delivery design. This study adds to the emerging research base on school-university partnerships to support schools in the implementation of comprehensive school physical activity programming. 相似文献
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基于对我国近12年国家社科基金教育学项目的量化分析发现,中国特色教育研究的主要内容聚焦在:教育改革与发展、课程与教学研究、教师成长与教育、德育与人才培养模式、国际经验借鉴与本土化、教育信息化与"互联网+"等领域;政策导向与学术导向两大逻辑主线互相作用与有机组合,形成高政策导向-高学术导向逻辑、高政策导向-低学术导向逻辑、低政策导向-低学术导向逻辑、低政策导向-高学术导向逻辑等具体的逻辑演进路径,多类型演进逻辑驱动下的教育科学研究体现着学科进步与实践诉求相互促进、重点聚焦与全局关注齐头并进、时代回应与历史梳理相得益彰的研究特征。 相似文献
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Ask an anatomist: Identifying global trends,topics and themes of academic anatomists using twitter 
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下载免费PDF全文 Social media (SoMe) is increasingly used in higher education (HE) to access knowledge and enable global communication. The SoMe platform Twitter® is particularly beneficial in these contexts because it is readily accessible, easily searchable (via hashtags) and global. Given these advantages, the twitter platform @AskAnatomist was created to foster a global weekly tweet chat, where students and academics can ask and address anatomy‐related questions. The aim of this study was to identify themes arising in the early stages of the @AskAnatomy Twitter community to gain insights into current needs/key areas for academic anatomists, students, and other followers. A qualitative analysis of tweets including the hashtag #AnatQ, (the associated @AskAnatomist hashtag), was undertaken to achieve this aim. Thematic analysis revealed three core themes arising in the formative stages of the @AskAnatomist Twitter site: (1) anatomical education modalities, (2) specific anatomy content, and (3) research motivations. These themes reveal controversies within the field of anatomical sciences, areas for potential education resource improvement and research, as well as the humor of anatomists. Though the original intent of the @AskAnatomist site was to engage the general public in anatomy content and knowledge, tweet analysis suggests that academic anatomists were the primary active “tweeters”. Interestingly, this analysis reveals that the @AskAnatomist site progressed into a web‐based community of practice (CoP), suggesting an additional benefit of SoMe communities in the field of anatomy. Anat Sci Educ 11: 270–281. © 2017 American Association of Anatomists. 相似文献