科技人力资源区域集聚影响因素的实证研究——以北京地区为例   总被引：3，自引：0，他引：3  

王奋  杨波 《科学学研究》2006,24(5):722-726

基于Korelli对影响人口迁移或流动因素的分析与整合研究方法,以北京地区为对象,通过问卷方式针对科技人力资源这一具有显著特征差异的人口群体,探讨影响其区域集聚的各层次因素以及影响程度,进而从宏观、中观和微观三个层面系统把握科技人力资源集聚的过程。  相似文献   

科学计量学领域科学合作研究综述   总被引：4，自引：0，他引：4  

谢彩霞 《科学学与科学技术管理》2007,28(6):5-8

随着科学的迅速发展,科学研究中的合作关系日益成为影响科学生产能力发挥的巨大力量,对科学合作的研究也在逐渐深入。对科学计量学领域科学合作的研究文献做出相关综述,从科学计量学的观点对科学合作研究状况加以梳理,以期发现科学合作现象的规律,为提高科学研究绩效提供信息。  相似文献   

粤港澳大湾区科技创新的优势与短板——基于多源数据的世界四大湾区对比研究     

杨道玲  邢玉冠  李祥丽 《科技管理研究》2020,40(10):105-111

为客观了解粤港澳大湾区在科技创新中的领先优势和存在的短板,助力国际科技创新中心建设,从科技创新的基础、环境、主体、人才、投入和产出等关键要素入手,通过人口、经济、企业注册、专利、论文等多源数据对比,研究粤港澳大湾区与纽约湾区、旧金山湾区、东京湾区科技创新发展情况。分析认为粤港澳大湾区科技创新发展势头强劲、增速明显,拥有在科技创新方面比肩甚至赶超世界一流湾区的巨大潜力,但同时也发现其中科技创新主体、人才、投入、产出等关键创新要素方面的短板愈发凸显,成为粤港澳大湾区打造具有全球影响力的国际科技创新中心的重要障碍。对此,建议从推动协同创新、夯实人才基础、加强研发投入、发挥龙头企业带动作用等方面着手,全面提升粤港澳大湾区科技创新的国际影响力、竞争力。  相似文献   

中国科学技术大学拔尖创新人才培养的新探索   总被引：1，自引：0，他引：1  

刘斌 《高等理科教育》2011,(1):90-92

中国科学技术大学充分利用中科院相关研究所的优质资源,推进拔尖创新人才培养模式和机制的全方位创新,积极创办科技英才班,在组织管理、实施方案等方面进行了一系列新探索,为促进拔尖人才的脱颖而出创造了条件和平台。  相似文献   

在生物学野外实习中开展人文素质教育的探索与实践——以兰州大学理科基地生物学野外实习基地为例     

崔瑾  冯虎元  夏凯 《高等理科教育》2011,(1):105-108

兰州大学理科基地生物学野外实习中充分利用地域优势,在进行生物学实践性教学的同时,注重将生物知识与人文教育有机结合,引导学生进行多重体验,从而实现科学教育和人文教育的统一。文章着重介绍了兰州大学理科基地在生物学野外实习中开展人文素质教育的主要内容和策略,为生物学科实施人文素质教育提供了依据和建议。  相似文献   

Boys and machines: gendered computer identities,regulation and resistance     

Jane Abbiss 《Gender and education》2011,23(5):601-617

Students negotiate their masculine and feminine identities as students of information and communication technology (ICT) and computer users as they participate in specialist ICT courses and in other areas of their lives. As they negotiate these roles, they are established in relations of power and authority with the technology and with each other. Case study research relating to students’ experiences in specialist computer courses in a New Zealand secondary school reveals a complex and dynamic picture of identity construction and subjectivity. In constructing their personal identities as computer users, males and females experience the regulatory forces of gender relations while at the same time resisting stereotypes. Students make conscious and pragmatic decisions to pursue particular computing courses and paths as they balance their options in the realisation of their possible selves as computer users and adults in the world of work. These decisions signify regulation by and resistance to gendered power relations.  相似文献   

Interest in an expository text: How does it flow from reading to writing?   总被引：1，自引：0，他引：1  

Pietro Boscolo  Nicola AriasiLaura Del Favero  Chiara Ballarin 《Learning and Instruction》2011,21(3):467-480

This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found.  相似文献   

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success     

Katrin Mägi  Marja-Kristiina LerkkanenAnna-Maija Poikkeus  Helena Rasku-PuttonenJari-Erik Nurmi 《Learning and Instruction》2011,21(5):664-675

This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.  相似文献   

On the effects of motivation on reading performance growth in secondary school   总被引：1，自引：0，他引：1  

Jan Retelsdorf  Olaf KöllerJens Möller 《Learning and Instruction》2011,21(4):550-559

This research aimed at identifying unique effects of reading motivation on reading performance when controlling for cognitive skills, familial, and demographic background. We drew upon a longitudinal sample of N = 1508 secondary school students from 5th to 8th grade. Two types of intrinsic reading motivation (reading enjoyment, reading for interest), one type of extrinsic reading motivation (competition), and reading self-concept were measured by self-report questionnaires. Cognitive skills (reasoning, decoding speed) and reading performance were assessed using standardized tests and background variables were collected using student and parent questionnaires. Applying latent growth curve modeling, positive unique effects of reading enjoyment and reading self-concept and a negative unique effect of competition on the initial level of reading performance were recorded. Moreover, a positive unique effect of reading for interest on reading performance growth was recorded. One may conclude that enhancing students’ interest might be fruitful in terms of nurturing reading performance.  相似文献   

从差异中窥见相似——从日本高中理科课程的变迁看新课程     

孙新 《课程.教材.教法》2011,(8)

生活单元学习.问题解决时期的日本理科课程的特点表明,形式上矛盾源于引进与继承,实质上是两种文化在教育理念上的碰撞。系统.探究的理科时期,形式上矛盾源于照搬和本土化,实质上是学术化与实用技能训练在教育理念上的碰撞……虽然国情不同、历史背景不同、发展阶段不同,差异看似很大,但中日两国理科课程的变迁确有相似之处。研究日本高中理科课程所处的时代背景、目标、结构与内容,分析其课程地位的变化,了解其现行课程的构成特点以及课程变迁的具体过程,目的在于以此重新思考中国课程变革的历史,以期他山之石,可以攻玉。  相似文献