�����żܷ�������˼��   总被引：11，自引：4，他引：7  

黄建年  陶茂芹 《图书情报工作》1998,42(7):38-40

分析现行分类排架的优缺点,提出随着图书馆事业的发展,应加强排架理论和方法的研究。  相似文献   

������β����κ�������ĸ��ʷ���   总被引：1，自引：0，他引：1  

杨丽 《图书情报工作》1998,42(6):44-46

提出一种新的由书名首字和尾字拼音首字母加页码末两位数组成的中文图书书次号。在取码相重率的估计方面,提出一种概率分析方法  相似文献   

����ʱ����ͼ���Ա   总被引：38，自引：0，他引：38  

薛华 《图书情报工作》1998,42(7):28-30

从传统图书馆员的工作入手,着重分析了网络时代图书馆工作所发生的新变化,由此说明网络时代的图书馆员所应具备的知识和能力  相似文献   

��Ϣ����רҵ�������˲ŵ�����   总被引：18，自引：0，他引：18  

王知津 《图书情报工作》1998,42(7):45-47

在讨论信息管理专业教育的通才和专才培养目标的基础上,分析了两者的利弊,指出我们所说的专才与英美的含义不同,提出复合型人才的定义、复合所包括的三个方面以及复合型人才培养模式的模块化教学体系  相似文献   

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张志杭 《图书情报工作》1998,42(7):23-25

从经济学的视角指出当前的文献情报学研究应以效益为中心,面向市场,面向用户需求,以取得文献情报学研究的质的突破  相似文献   

Science curriculum reform as a socioculturally anchored practice     

Carlos M. Garc��a G. 《Cultural Studies of Science Education》2011,6(3):663-670

In this essay I elaborate on three ideas that emerged from reading the work of Sylvie Barma. These points are in response to curriculum reform and the use of activity theory: (a) curriculum reform as a public policy; (b) a reflection about the process followed by teacher implementation of that reform in a biology classroom; and (c) the sense of experience as an objective anchored in activity theory. This commentary deals with several entanglements of science teaching and learning where I am also able to address some of my own queries in the use of activity theory in research.  相似文献   

中国著作权制度：英美模式还是大陆模式？     

阿道夫·迪茨 《中国专利与商标》2011,(1):76-93

一、引言 1990年9月7日通过的中华人民共和国着作权法,已经两度修改：第次修改稿於2001年月27日通过,最近的第二次修改稿,  相似文献   

Learning to Learn From Benchmark Assessment Data: How Teachers Analyze Results     

Leslie Nabors Oláh  Nancy R. Lawrence  Matthew Riggan 《Peabody Journal of Education》2013,88(2):226-245

Although interim assessments are currently promoted as a mechanism for improving teaching and student learning, we know little about how teachers use this data to modify instruction. This article presents findings from a larger study on teachers’ use of interim assessment information in elementary mathematics. We address the following questions: (a) How do the Philadelphia teachers in our sample analyze benchmark assessment results, (b) how do they plan instruction based on these results, and (c) what are their reported instructional responses to such results? To answer these questions, we interviewed all 3rd- and 5th-grade teachers in five average- and above-average-performing elementary schools three times during the 2006–07 school year. We found that although the teachers in our study used interim assessment results to gain information about students’ learning in mathematics, teachers did not use interim assessments to make sense of students’ conceptual understanding. Furthermore, teachers’ tendency to interpret student errors as procedural missteps was paralleled by a trend toward procedural instructional responses.  相似文献   

Imagery and Verbal Ability and Recognition Memory for Pictures and Words in Males and Females     

Carole h. Ernest 《教育心理学》1983,3(3-4):227-244

Objective and subjective indices of imagery and verbal ability and their relationship to recognition memory for pictures and concrete words were examined in a large correlational study. Objective spatial tests of imagery proved to be better predictors of picture recognition than were self‐assessments, the Flags test excepted. Spatial tests also predicted word memory in males, but not females. Imagery control and imagery vividness bore little relation to recognition; vividness within specific modalities may have some influence, however, particularly in males. Verbal fluency and verbal comprehension were either unrelated or marginally negatively related to performance. In general, a more specialised pattern of ability‐performance correlations emerged for females than for males.  相似文献   

Agentic perspective on fostering work-related learning     

Katja Vähäsantanen  Susanna Paloniemi  Päivi Hökkä  Anneli Eteläpelto 《Studies in Continuing Education》2017,39(3):251-267

Despite the increased recognition of the role that professional agency plays in work-related learning, little is known about what supports it. Based on current theoretical notions, the first purpose of this paper is to show that professional agency is closely intertwined with work-related learning. The second purpose is to introduce some main principles that promote professional agency and describe three work-related training settings that are aimed at fostering learning by taking into account agentic perspectives. These complementary settings include an identity coaching programme, a leadership coaching programme, and a work conference. Based on the qualitative meta-synthesis, the paper further provides an empirical overview of professional agency and learning in these settings. The paper contributes to the understanding of the potential of professional agency at the heart of work-related learning. To foster learning, it is necessary to create social events for the enactment and activation of agency so that social and individual resources (e.g. experiences) are utilised. Overall, the paper emphasises that individuals and communities are active crafters of their professional identities and practices, and it provides viewpoints to support their agency in work and training settings.  相似文献