SCIE、SSCI期刊跨学科现象的定量分析   总被引：3，自引：2，他引：3  

程莹  刘念才 《情报科学》2005,23(2):237-240,263

2002年版的科学引文索引(扩展版)和社会科学引文索引收录的7291种期刊中有43％期刊是同时属于两个或多个学科类别的。本文统计分析了这些期刊跨学科类别和跨学科群，并通过研究交叉期刊定量地揭示了学科之间的联系程度。  相似文献   

“相互妥协”或“相得益彰”?——反思高校智库与学科发展的关系     

侯定凯  朱红蕊 《高校教育管理》2019,(1):26-35

文章旨在分析高校智库与学科发展之间的复杂关系,并就新型高校智库建设如何更好地服务于学科发展与创新提出路径设想。研究发现,一流高校智库并非都有优势学科作为支撑,高校智库与优势学科之间存在非线性关系;我国在建设高校智库中存在高校内部"学科依赖"和政府治理"学科偏离"并存的矛盾现象。高校智库需要在知识生产、知识组织和管理、知识传播等环节服务于学科价值链的创新,将自身打造成高校学科发展中最具活力的一支力量。政府部门需要完善与学科相关的政策:一是定期修订学科专业分类标准,以促进学科更好地发挥社会服务功能,更好地引领高校智库建设;二是在智库评估中明确与学科相关的指标,促使学科发展与智库建设相得益彰。  相似文献   

从《了不起的盖茨比》到 《白色噪音》——美国都市文学嬗变管窥     

朱梅 《华侨大学学报(哲学社会科学版)》2007,(3):120-125

以《了不起的盖茨比》和《白色噪音》为范本,通过精细解读,从都市文学语境的演变、话语的衍变、风格的改变等视角,探讨美国都市文学从现代主义到后现代主义的审美对抗格局和消长承转态势,探析个中的内在逻辑及其嬗变轨迹.  相似文献   

The teaching of literature in a Singapore secondary school: disciplinarity,curriculum coverage and the opportunity costs involved     

Phillip Towndrow  Dennis Beng Kiat Kwek 《Asia Pacific Journal of Education》2017,37(3):389-402

Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus.  相似文献   

Designing STEAM Education: Fostering Relationality through Design‐Led Disruption     

Abbey MacDonald  Kit Wise  Kate Tregloan  Wendy Fountain  Louise Wallis  Neil Holmstrom 《The International Journal of Art & Design Education》2020,39(1):227-241

A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.  相似文献   

Immigrant Families and Children (Re)Develop Identities in a New Context     

Mariana Souto-Manning 《Early Childhood Education Journal》2007,34(6):399-405

Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming practices constitute and represent the very precarious social and institutional relationships taking place in schools involving immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn two languages rather than just one diminish a child’s ability to learn other things, which should be learned. However, research in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning, 2006).  相似文献   

旅游安全研究   总被引：40，自引：1，他引：40  

张进福  郑向敏 《华侨大学学报(哲学社会科学版)》2001,25(1):15-22

本总结回顾了国内外旅游安全研究状况，探讨了旅游安全研究意义和研究内容，并就旅游安全研究的学科性质、框架体系、研究视角和研究重心等进行思考。  相似文献   

高等教育的科学内涵和学科建设   总被引：17，自引：0，他引：17  

王冀生 《高等教育研究》2001,(5)

高等教育既是一种独立的教育门类 ,有着丰富的内涵 ,也是一个广泛的活动领域。高等教育活动的基本矛盾是人的个性发展与社会需求和环境之间的矛盾 ,其基本规律有两条 ,一是高级专门人才的培养规律 ,二是高等教育的发展规律。高等教育学科建设的最终目标 ,是在广泛开展问题研究和多学科研究的基础上 ,以哲学认识论为武器 ,建立高等教育自己独立的、科学的理论体系  相似文献   

高校图书馆学科馆员制度的建立与完善     

郭秦茂 《陕西教育学院学报》2004,20(3):117-120

实施学科馆员制度，通过学科馆员架起图书馆与院系教学科研的桥梁与纽带，是高校图书馆深化读服务工作而采取的一种新的服务模式。学科馆员的岗位职责要求学科馆员必须是高素质的专业人才。图书馆只有建立一套行之有效的管理措施，才能使这一制度真正发挥作用，使学科馆员成为教学科研的信息导航员。  相似文献   

职业教育课程的学科话语与实践话语   总被引：10，自引：0，他引：10  

Xu Guoqing  associate professor  doctorate at the Institute of Vocational  Adult Education of Educational College  East China Normal University 《教育研究》2007,(1)

20世纪90年代以来,我国职业教育课程的学科话语与实践话语的争论经历了从“数量”到“逻辑”两个阶段。尽管在学术领域实践话语占据了主导,在实践领域却是学科话语占据着主体。目前,我国职业教育课程正处于从传统的以学科课程为主体的课程模式,转向以项目课程或任务引领型课程为主体的课程模式阶段。职业教育课程从学科话语到实践话语的转换,实际上意味着思考课程问题的思维方式的转换。职业教育课程设计应当充分考虑学生的学习特点,打破从理论到实践的机械课程设计思路,转向让学生在工作实践的基础上,通过自我反思来建构理论知识。  相似文献