欧美创业型大学的异化发展、趋同演变及其意蕴     

吴伟  石变梅  余晓 《辽宁教育研究》2012,(2):120-124

欧美创业型大学在发展动因、表现特征方面差异明显。欧洲创业型大学主要表现在组织转型和人才培养方面,在克拉克的案例研究中得到全面反映;美国创业型大学主要体现在产学合作、技术转移、企业孵化的市场创新角色,是埃兹科维茨三螺旋创新理论的分析对象。中国创业型大学建设需要兼取二者之长,同时关注创新型人才培养和市场化生存。  相似文献   

近十年国内科研诚信研究述评     

马佰莲  谢婧 《山东教育学院学报》2012,27(6)

科研诚信是科学工作者道德素质的重要组成部分,也是管理工作者和政府监督部门共同遵守的行为准则。近年来,随着国内一些较为严重的不端行为案例不断曝光,科研诚信建设成为学界和政府管理部门关注的焦点问题。通过分析科研诚信缺失的原因,对加强科研诚信建设与防范科研不端的措施进行了讨论、评述、总结．以此推动科研诚信体系的进一步完善与建设。  相似文献   

两年制硕士研究生课程的教学设计与实践--以“学术写作与规范”为例     

于凯  姜杰  阚光锋  张洪  王英英 《教育教学论坛》2022,(11)

基于哈尔滨工业大学两年制硕士研究生培养模式,对海洋科学专业硕士研究生必修课程“学术写作与规范”进行重新建设,以“项目牵引+成果展示”为主轴,引入科教融合和政教融合理念,优化教学内容,改革教学模式,创新考核方式。将教师的科研项目和对应发表的高水平学术论文作为讲授案例,部分授课地点从教室换成教师实验室,通过网络线上线下答疑解惑,并采用多元化、过程式考核模式。上述举措实现了科研赋能教学、科研与教学相长的目的,大大缩减了研究生从课堂到实验室的时间成本,进一步激发了学生的学习主观能动性,保证了教学质量与效果。  相似文献   

近20年我国学历继续教育研究现状、热点与发展趋势——基于CNKI期刊论文的可视化分析     

穆卫军  关庆镐  毛燕梅 《继续教育研究》2022,(1):1-8

以中国知网(CNKI)收录的2001—2020年学历继续教育文献为数据源,借助文献计量方法和CiteSpace知识图谱分析软件对我国近20年来学历继续教育研究的总体特征、演进过程和前沿热点进行可视化分析,得到如下结论:近20年来学历继续教育的概念用词多元,直到2015年得以基本统一;学历继续教育研究的文章主要见于继续教育领域专业期刊和继续教育类学报;高被引论文集中在继续教育概念的辨析、广播电视大学和开放大学研究、学历继续教育对从业人员的影响研究;研究者之间、机构之间合作松散,但不同研究者都在尝试探索继续教育的发展新路径;研究热点集中在学历继续教育相关概念、办学生态、在职人员培训、发展对策方面。  相似文献   

学术不端检测系统应用现状及对我国科技期刊的启示     

李小燕  郑军卫  张蕾春  田欣  王晓晨 《中国科技期刊研究》2022,33(9):1178

【目的】 系统梳理国内外学术不端检测系统特点、局限性及存在争议,提出针对我国科技期刊的启示与建议。【方法】 通过文献调研与归纳总结,剖析学术不端检测系统现状及问题;结合国内外资料调研及编辑工作实践,得出启示与建议。【结果】 国外研发学术不端检测系统的时间较早,2009年国内成功研发学术不端检测系统并将其投入使用后,抄袭与剽窃等学术不端行为被有效遏制;但对学术不端检测系统的局限性认识不足、过度依赖学术不端检测系统、设置的文字复制比阈值太低,引起新的学术不端问题,不利于引导学术研究和学术继承性、创造性发展。【结论】 (1)科技期刊编辑部应理性使用检测系统、设置合理阈值、科学界定学术不端行为,为规范学术研究、保证研究质量和及时准确发布研究成果建立正确导向;(2)科技期刊编辑部应与相关机构联合,建立统一的引用规范,根据不同学科特点和论文类型等采用不同的阈值,实行“人机”结合、精准检测;(3)建立学术不端审核机制,规范审核流程,提升编辑把关能力,形成以编辑为主、多方联合的多元防治体系;(4)应用新技术不断提升检测系统查准率,提供更多服务功能,满足不同学科及新型出版方式的多样化需求;(5)建立学术不端法治体系,建立终身信誉制度或荣誉准则制度,开展科研诚信终身化与常态化教育,相关单位将学术道德纳入人才评价体系,促进学术生态良性发展。  相似文献   

Discussants     

《Research Policy》2022,51(10):104587

We study the role of informal collaboration in academic knowledge production using published research papers previously presented and discussed at the NBER Summer Institute. We show that papers that have a discussant are published in highly-ranked journals and are more likely to be published in a top journal. Conditional on having a discussant, the quality of a paper’s journal outlet increases in the discussant’s prolificness and editorial experience. This supports the idea that discussants help reduce information asymmetries that are inherent in the academic publication process. Conversely, using social network analysis we find no evidence that citations accumulate because discussants diffuse information about the paper.  相似文献   

The aspects and ability groups in which little fish perform worse than big fish: Examining the big-fish-little-pond effect in the context of school tracking     

Yao-Ting Sung  Li-Ying Huang  Fen-Lan Tseng  Kuo-En Chang 《Contemporary educational psychology》2014

The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups.  相似文献   

A Conditional Process Analysis of the Teacher Confirmation–Student Learning Relationship     

Zachary W. Goldman  Christopher J. Claus  Alan K. Goodboy 《Communication quarterly》2018,66(3):245-264

Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver apprehension, but conditional process analyses revealed these indirect effects were moderated by students’ academic self-efficacy. These findings suggest the effectiveness of teacher confirmation behaviors varies among students, with those who lack academic self-efficacy deriving fewer of the intended educational benefits.  相似文献   

中日文学的交融与诗学因缘     

郑丽娜 《锦州师范学院学报(哲学社会科学版)》2005,27(6):32-34

中日两国诗学有着特殊的血缘关系。日本诗歌在奈良时期受中国诗学及唐代诗歌影响草创发端，以《古事记》、《怀风藻》和《万叶集》等为代表的日本古代书面文学均有受中国古代诗歌影响的明显痕迹。这些诗文集大约产生于公元8世纪左右，当时正值中国唐代诗歌的繁荣时期，也是中日文化交往的鼎盛时期，很多日本学问僧来中国旅居学习，并将唐宋诗引入日本，从而促进了日本诗学的形成与发展。  相似文献   

The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement     

Dante D. Dixson  Dacher Keltner  Frank C. Worrell  Zena Mello 《The Journal of educational research》2018,111(4):507-515

Two studies examined whether hope partially mediates the relationship between socioeconomic status (SES) and academic achievement. Guided by recent theoretical formulations about social class and the social cognitive process, in Study 1 a mediational pathway from SES to academic achievement via hope was documented in a diverse sample of adolescents. The mediational pathway was replicated in Study 2 in a minority sample of high school students. In both studies, hope was found to partially mediate the relationship between SES and grade point average. In addition, the unique contribution of hope to academic achievement replicated across the 2 studies, indicating that the additional stressors and challenges associated with being a minority did not affect the mediation. These results have implications for achievement gap interventions.  相似文献