跨区域产学协同创新绩效的影响因素研究：依存型多层网络视角     

王海花  王蒙怡  刘钊成 《科研管理》2022,43(2):81-89

   跨区域产学协同创新网络是一个由区域、区域间合作关系构成的合作网络,以及知识元素、知识元素间组合关系构成的知识网络共同构成的依存型多层网络。利用1997—2017年我国跨区域产学联合申请专利数据进行实证分析,结果表明：区域在合作网络中的中心性、结构洞和知识网络的多样性、组合机会显著正向影响跨区域协同创新绩效;知识网络的多样性负向调节区域在合作网络中的中心性和结构洞对跨区域协同创新绩效的影响作用;知识网络的组合机会负向调节区域在合作网络中的结构洞对跨区域协同创新绩效的影响作用。因此,区域创新中应充分利用产学主体的合作网络优势位置和知识网络优质资源,为跨区域资源共享和价值共创提供不竭动力。  相似文献   

大数据环境下基于分工协作的情报系统构建方法研究     

张明宝  秦琪 《情报杂志》2022,41(2):29-34

[研究目的]将大数据技术引入构建服务于中小规模组织的情报系统时面临技术难度大、资源获取困难以及用户使用门槛高等困难。因此,提出一种大数据环境下基于分工协作的情报系统构建方法,该方法可以有效解决中小规模组织构建情报系统时所面临的这些问题。[研究方法]通过对基于第三方的大数据环境下情报系统构建的三层模型和基于分工协作构建大数据情报系统的典型场景的阐述,提供了一种初步的可行技术解决方案,最后对基于分工协作构建大数据环境下的情报系统所面临的管理困难进行了探讨。[研究结论]基于分工协作构建情报系统是大数据环境下情报学研究的一个重要方向,通过建立技术参考模型和典型应用场景可以为相关技术标准和实现方法的进一步确立提供参考。  相似文献   

小组合作模式促进班级有效管理   总被引：1，自引：0，他引：1  

邝结娜 《科教文汇》2014,(17):157-157,200

班级常规管理面临的问题复杂,涉及学生的道德教育、文明礼仪、环境卫生、教学常规、集体活动等方面的内容。由于这些班级管理内容繁琐,本人认为在班级常规管理实践中应运用积极心理学的理论作为指导,实施“小组竞争”班级常规管理模式,不仅大大提高学生的学习积极性,还可以培养学生自主学习的积极性和与他人合作的能力,更能提高个人的管理能力,从而达到班级班风和学风提升的有效管理效益。  相似文献   

基于分层Web技术架构的林木种植信息协同服务平台设计--以宁夏西海固地区林木种植为例     

张宏武 《科教文汇》2014,(33):106-107

以宁夏西海固地区为例论述了林业种植所面临的问题;分析了信息化时代背景下林业种植与信息共享的关系;以软件工程思想为指导提出了多层WEB架构下的林业种植信息共享服务平台的设计方法。  相似文献   

‘He's gone and wrote over it’: the use of wikis for collaborative report writing in a primary school classroom     

Will Doult 《Education 3-13》2013,41(6):601-620

Wikis (websites that can be edited quickly by multiple authors) were used with upper-primary school children to write group reports on a science topic. Two teachers observed the children working, and their observations were used alongside the texts from the wikis and group interviews with children to explore the question of whether using wikis would lead to a change in writing practices and attitudes. This study found that although children often felt proprietorial about their texts, there was some evidence of negotiation and of joint content building. There was also evidence of peer-supported learning of information and communications technology (ICT) skills. Furthermore, the quality and quantity of writing were greater when using wikis than in conventional writing contexts, and the groups which engaged in more discussion produced more text.  相似文献   

An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools     

CRISTINA DEVECCHI  MARTYN ROUSE 《Support for Learning》2010,25(2):91-99

This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co‐ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well.  相似文献   

Family‐centred practice: collaboration,competency and evidence     

MARILYN ESPE‐SHERWINDT 《Support for Learning》2008,23(3):136-143

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.  相似文献   

Balancing Cultural Diversity and Social Cohesion in Education: The Potential of Shared Education in Divided Contexts     

Rebecca Loader  Joanne Hughes 《British Journal of Educational Studies》2017,65(1):3-25

This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts – the development of social cohesion and the protection of cultural, ethnic and religious identities – and explores how these may be reconciled through a model of ‘shared education’. Drawing on research evidence and recent experience of shared education in Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division.  相似文献   

Interagency collaboration: Strengthening substance abuse resources in child welfare     

《Child abuse & neglect》2017

Supporting child welfare (CW) workers’ ability to accurately assess substance abuse needs and link families to appropriate services is critical given the high prevalence of parental substance use disorders (SUD) among CW-involved cases. Several barriers hinder this process, including CW workers’ lack of expertise for identifying SUD needs and scarcity of treatment resources. Drawing from theories and emergent literature on interagency collaboration, this study examined the role of collaboration in increasing the availability of resources for identifying and treating SUDs in CW agencies. Using data from the second cohort of families from the National Survey of Child and Adolescent Well-Being, study findings highlight a lack of SUD resources available to CW workers. On the other hand, the availability of SUD resources was increased when CW agencies had a memorandum of understanding, co-location of staff, and more intense collaboration with drug and alcohol service (DAS) providers. These results provide evidence to support efforts to improve collaboration between CW and DAS providers and showcase specific collaboration strategies to implement in order to improve service delivery.  相似文献   

Manipulating cognitive engagement in preparation-to-collaborate tasks and the effects on learning     

《Learning and Instruction》2017

While collaborating with a peer can be highly beneficial for learning, more work is needed to understand how instructional activities in collaborative contexts should be designed so as to maximize learning outcomes. To address this, we investigated the impact of different types of preparatory and cognitively engaging tasks on learning from collaborating, using a 2 × 2 experimental study conducted in situ in four introductory psychology classes. We compared individual preparation versus no-preparation and “active” versus “constructive” tasks. A dyadic multilevel analysis showed that preparation prior to collaborating led to better deep learning outcomes, but that the type of preparation did not have a significant effect. We include an exploratory analysis of student dialogues during collaboration to further interpret our findings. We propose that a cognitively engaging preparation phase may lead to better learning because it encourages students to collaborate constructively even when the type of task does not elicit such engagement.  相似文献