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基于AHP的中国现代种业发展的SWOT分析 总被引：1，自引：0，他引：1
种业是国家战略性、基础性核心产业,大力发展现代种业是保障我国粮食安全与建设现代种业体系的需要。首先运用SWOT分析法对我国种业内部发展的优势和劣势、外部环境的机遇和威胁进行分析;其次采用层次分析法(AHP)系统评估SWOT要素,进而得到各要素的优先权数与发展短板;最后提出促进我国现代种业发展的战略对策:加强基础性研究,提高科技创新能力;培育国际种业公司,提高市场竞争力;打造良种基地工程,提高种子保障力;加强知识产权保护,提高市场监管能力。 相似文献
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认知对行为响应作用的不一致性不仅对农户两型农业认知理论研究者是一个挑战,对两型农业政策制定者更是难题。本文首先分析了农户两型农业行为响应机制理论,构建了基于TPB的农户两型农业行为响应研究模型,并以农户行政分化特征为调节变量进行多群组SEM分析。验证了农户两型农业认知即行为态度、主观规范和控制认知对行为响应具有经济意义上的显著影响,其标准化路径系数分别为0.207、0.189、0.815;同时两型农业主观规范和控制认知通过行为态度的中介作用对行为响应产生间接的正向影响。多群组分析结果显示,农户行政分化变量调节效应显著,两型农业认知对科技户与传统农户行为响应的作用机制不同,即认知对不同类型农户行为响应作用确有不一致性。 相似文献
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As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current
(DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school
physics teachers. These interviews explored teachers’ perceptions of difficulties in student learning and their own teaching
of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC
electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong
focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three
authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high
school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high
school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered.
There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching
of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding
that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their
view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end
of the interview reconsidered this position. 相似文献
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Richard White Dr. Richard Gunstone Enno Elterman Ian Macdonald Brian McKittrick David Mills Pam Mulhall 《Research in Science Education》1995,25(4):465-478
The transition from school to university involves substantial change in the structure and organization of teaching, and in
the nature and purpose of learning contexts. This paper, which reports some data from a broader study of learning and teaching
in first year university physics, focuses on aspects of the school-university transition. In particular, we report perceptions
of first year physics students about how they should learn physics, what it is intended they should learn, and what they believe
to be the functions of the various teaching situations in which they are placed. 相似文献
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Physics continues to be widely regarded by students as difficult and therefore unattractive. Electricity is a particular problem, as it involves extremely complex and highly abstract concepts and is thus totally dependent on models/analogies/metaphors. Research consistently shows very poor student understanding after the teaching of electricity. We consider this research and draw two broad conclusions of central relevance to the teaching of electricity (which are both also argued to be significant contributors to student learning difficulties): there is an absence of any systemic consensus about what models etc. are appropriate for students at different year levels and for different intended learning outcomes; there is no consensus about appropriate learning outcomes for electricity at different levels. 相似文献
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Professor Richard Gunstone Brian McKittrick Pam Mulhall 《Research in Science Education》1999,29(4):527-546
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years.
In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning
concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial
individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion
led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks
in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further
seven Year 11 physics classes. 相似文献
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ABSTRACTCharter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. Part of a larger study, we employed a qualitative multiple case study design to examine special education practices in five rural charter schools to understand the services provided, barriers to providing these services, and any novel practices used to provide these services. Data analysis revealed the following themes: (a) intentional school models facilitated individualized approaches, (b) schools responded to tight labor supply by prioritizing retention and making efficient use of staff time, and (c) schools demonstrate flexibility and willingness to problem solve. 相似文献
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