近年来我国高校学术权力与行政权力关系研究述评   总被引：2，自引：0，他引：2  

甘金球 《煤炭高等教育》2008,26(6):14-16

学术权力与行政权力的关系的研究观点概括为四种：冲突论、协调统一论、对立统一论和不对称论。学者们主要从理念、制度、机制三个方面设计了协调行政权力与学术权力关系的基本思路。多数学者认为,通过强化学术权力,建立起学术权力与行政权力相互协调的运行机制是协调两者关系的最直接有效的办法。从多元权力结构视角研究两者之间的关系是研究的趋势,也符合我国高校内部现存的权力结构。  相似文献   

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education     

《Studies in Educational Evaluation》2021

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.  相似文献   

Keeping plagiarism at bay—A salutary tale     

Ben R. Martin  other Editors of Research Policy 《Research Policy》2007,36(7):905-911

This editorial examines the question of whether plagiarism may be on the increase in the social sciences and, if so, what needs to be done to keep the problem in check. It was prompted by the discovery of an alert reader in June 2007 that a 1993 paper in Research Policy appeared to have plagiarised a 1980 article in the Journal of Business. The allegation was investigated, and it was agreed by the Editors that the 1993 paper constituted a clear and serious case of plagiarism. However, the author concerned has published over 100 articles and books. Already, two other publications have been judged by the editors of the journals concerned to have plagiarised previous publications. Two more are under investigation, but the great majority of the remainder still remain to be checked. The fact that academic misconduct on this scale has gone unchecked over such a prolonged period raises serious issues about the efficacy of the processes used to police the conduct of researchers. Furthermore, the unexpected discovery that a paper by the author under investigation appears itself to have been plagiarised poses a fundamental question as to whether plagiarism may be far more common than previously assumed. The editorial concludes that a measured degree of vigilance and a greater willingness to pursue any well-founded suspicions of research misconduct are required by editors, referees, publishers and the wider academic community if the scourge of plagiarism is to be kept at bay.  相似文献   

红山文化玉勾云形器研究回顾及新探   总被引：1，自引：0，他引：1  

周晓晶 《鞍山师范学院学报》2004,6(1):58-64

在红山文化玉器的诸多器型中,玉勾云形器因形体硕大、造型怪异,成为首屈一指的代表器型,受到玉器研究者的特别关注,学者凡论及"红山文化"或"红山文化玉器",则必然要涉及玉勾云形器,还有多位学者从不同角度,对玉勾云形器进行专门讨论.本文对与玉勾云形器相关的研究资料进行梳理归纳,探讨其在研究方法上的不足与弊端,并将自己对该课题研究的一些不甚成熟的思考和思路提出来,敬请方家批评指正.  相似文献   

The development of student feedback literacy: the influences of teacher feedback on peer feedback     

Ye Han 《Assessment & Evaluation in Higher Education》2020,45(5):680-696

Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.  相似文献   

Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?     

Shulin Yu  Guangwei Hu 《Teaching in Higher Education》2017,22(2):178-192

Informed by Vygotsky’s conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the study examined whether, what, and how higher-proficiency (HP) English learners can learn when they collaborate with their lower-proficiency counterparts. Analyses of multiple sources of data – video-recordings of peer feedback sessions, interviews, stimulated recalls, and drafts of student texts – revealed that while group peer feedback in the writing classroom can provide learning opportunities for HP students, their learning can be influenced by several factors, including their beliefs about peer feedback, motives and goals for peer feedback, and medium of group discussion. Implications are drawn from these findings for peer feedback practice and research in L2 writing.  相似文献   

Peer Assessment Learning Sessions (PALS): an innovative feedback technique for large engineering classes     

L. M. O'moore  T. E. Baldock 《European Journal of Engineering Education》2007,32(1):43-55

This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student's self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback.  相似文献   

喹诺酮类药物含量测定方法综述   总被引：1，自引：0，他引：1  

王尚芝  韩红霞 《雁北师范学院学报》2002,18(5):12-15

本文从七个方面对喹诺酮类药物的含量测定方法进行了总结综述.引用文献31篇.  相似文献   

巧设导语 引人人胜——论怎样导入语文课     

徐新保 《中国教育科研与探索》2007,(1):39-40

实践新课程改革，语文课堂要搞活开放，语文教师怎样巧妙地设置导语，使课堂达到引入入胜的艺术境界，进而激活学生的学习势头，争取课堂教学最优化，本文主要总结了五种方法：①开门见山——直接导入式；②温故而知新——复习导入式；③以史为鉴——背景导入式；④以网情深——课件导入式；⑤以名惊人——名言导入式。  相似文献   

入世背景下我国司法审查制度的完善 --基于对法官素质的思考     

彭顺勇  李莎莎 《湖南广播电视大学学报》2005,15(4):71-75

入世首先是政府入世，这早已成为共识，对行政救济中司法审查制度的研究也一度成为热点。但这些研究中大多数只局限于研究司法审查制度本身，而忽视了其最主要的实施主体：法官。提高法官素质是完善我国司法审查制度的逻辑必然，忽视了人的因素，再完美的制度设计也只能是空中楼阁。本文将探讨入世背景下完善我国司法审查制度对法官素质的要求，以及针对这些要求，有效提高法官素质的途径。  相似文献