企业协同创新理论框架及其知识互动影响因素述评     

肖琳  徐升华  杨同华 《科技管理研究》2018,(13)

为探索企业协同创新的新理论模型,为企业协同创新活动和做好知识互动提供理论依据和指导,建立协同创新过程中知识互动的影响因素模型。通过文献阅读法整理前人关于协同创新理论的研究,并总结和评述,探索性提出协同创新的一种新的理论框架,将协同创新进行三阶段划分,协同创新过程中知识互动的效果直接影响创新绩效,进一步探究协同创新中知识互动的要素,梳理和评述每一种知识互动影响因素的研究观点,并建立协同创新不同阶段的影响因素模型,这为下一步影响因素的权重的实证研究做好铺垫。  相似文献   

政府作用对共性技术协同研发绩效的影响   总被引：1，自引：0，他引：1  

李春林  聂银菊  李慧 《科技管理研究》2018,(15)

本文构建了政府作用、知识共享与航空装备制造业共性技术协同研发绩效的理论模型,运用结构方程模型分析方法进行实证检验。研究结果表明,政府作用对航空装备制造业共性技术协同研发绩效产生正向影响,而知识共享在二者之间起到重要的中介作用。  相似文献   

综合实践活动课程论教学探索     

张燕燕 《福建教育学院学报》2009,10(4):57-59

高师小学教育专业的培养目标是培养实践型与研究型的小学教师,在课程结构设计中,应该关注综合实践活动师资短缺与素质缺失等教育现实,开设综合实践活动课程论,培养适合基础教育新课改需求的、综合能力较强的小学教育师资。  相似文献   

新建本科院校特色发展路径选择与实践——以池州学院为例     

李铁范  何根海  汪志国 《池州学院学报》2012,(4):126-133

池州学院在办学过程中自觉培育和发展特色,走出了一条新建地方应用型本科高校特色发展之路:即完善学校顶层设计,着力创新办学理念找准学校定位;发挥优势,面向需求,着力培育发展优化特色学科专业;转变观念,大胆改革,着力探索人才培养体制;协同创新,服务社会,着力提高科技对地域经济社会贡献度;凝聚校魂,培育品牌,着力创建富有个性的大学校园文化;扩大开放,开阔视野,着力开展对外交流与合作。  相似文献   

Moodle LMS平台语言教学活动模块应用技巧     

李智高  宋毅丹  张兆 《时代教育》2009,(7):64-65

Moodle平台作为目前世界上最为流行的学习管理平台之一（LMS—Learning Management System）,有着许多功能强大教学活动模块。由于其免费开源的特点,使得全世界有很多用户专门为其开发出专业教学活动模块插件,其中包括了如：教学游戏,泛读,Covell等专门针对语言教学而开发的免费模块插件。这些插件结合Moodle自身原有的学习活动模块,大大增强了Moodle台在英语语言教学的功能。本文通过笔者对这些平台的应用心得体会,向读者展示了如何有效地利用上述插件模块,增强Moodle平台的语言教学功能,从而更有效提高语言网络课程的效果。  相似文献   

Crisis Discourse in Physical Education and the Laugh of Michel Foucault     

Stephen Thorpe 《Sport, Education and Society》2013,18(2):131-151

The central argument in this paper is that talk of crisis functions as an important shaper of contemporary understandings of Physical Education, and in this sense becomes a means for intervention by 'experts' into the form and function of the institutional practices and understandings that work to define the field; in other words, talk of crisis is properly understood as crisis discourse. This argument carries an important implication in that when we attempt to intervene via the activities of 'expertise' in our institutional practices, especially when we do so within crisis discourse, we need to recognise that notions of control over where this intervention will lead are little more than illusory. Implicit here is a recognition that the current field of Physical Education, as it has historically emerged, is not given to us outside of our own construction of it and, yet, that field, though contingent on our thought and actions, possesses a certain objective density which imposes itself on us. Recognising this, we need to commit ourselves to practices which seek to change this field, while at the same time understanding that our change-oriented practices, too, will be dense with effects we may not comprehend until they have betrayed us. This attitude was called by Michel de Certeau ' the laugh of Michel Foucault '. By examining this phenomenon qua an examination of the way multiple, often conflicting discourses found their way into the popularly identified crisis in Australian Physical Education during the first half of the 1990s, this paper focuses on how crisis discourse that was invoked strategically (particularly by the socially critical 'left') as a catalyst for change tended to produce conservative outcomes due to the way particular historical themes tended to colonise the discursive spaces created. This historical case raises important questions about the relations we presently take up within and toward Physical Education whenever we wish to speak its 'truths', and provides a standpoint from which both existing understandings of the field and future emergences of crisis discourse may analysed.  相似文献   

课堂教学情境下学科高阶思维的结构与发展规律——以语文学科为例     

孙宏志  解月光  姜玉莲  钟绍春 《电化教育研究》2020,(6):91-97,104

高阶思维发展“沉浸”在不同学科课堂教学情境中,呈现出具有学科思维特点和学科活动特征的内在结构与发展规律。文章以语文学科为例,基于思维结构、高阶思维结构等基本理论,结合对学科思维的深入剖析,建立了认知要素与情感要素协同作用、思维过程与思维品质动态发展的学科高阶思维结构模型;进而以模型为理论框架对学科课堂教学视频进行质性分析,挖掘课堂情境中高阶思维活动发生与发展的表现与特征,构建了以复杂问题解决过程为主线、体现思维活动阶段性特征、高阶思维内在要素协同发挥作用、高阶思维外在品质不同程度提升的学科高阶思维发展规律模型。以期为探析学科高阶思维结构与发展规律提供一种思路与方法,为高阶思维发展取向的学科课堂教学设计与实施提供理论依据。  相似文献   

Structuring collaboration in mixed-ability groups to promote verbal interaction,learning, and motivation of average-ability students     

Mohammad Saleh  Ard W. LazonderTon de Jong 《Contemporary educational psychology》2007

Average-ability students often do not take full advantage of learning in mixed-ability groups because they hardly engage in the group interaction. This study examined whether structuring collaboration by group roles and ground rules for helping behavior might help overcome this participatory inequality. In a plant biology course, heterogeneously grouped fourth-grade boys (n=164) were randomly assigned to a structured collaboration condition or an unconstrained comparison condition. Results indicated positive effects of structured collaboration on average-ability students’ achievement, motivation, and contribution to the group interaction. Another positive result was that structuring collaboration did not lower the scores of the high and low-ability students on these measures.  相似文献   

Using Activity Theory to inform sessional teacher development: what lessons can be learned from tutor training models?     

Amanda Gilbert 《International Journal for Academic Development》2017,22(1):56-69

Abstract

Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution’s infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST framework for sessional staff at a New Zealand university, based on a project to benchmark support for tutors. Using Activity Theory, I discuss tensions associated with developing a training programme for tutors and how such an approach can aid the development of similar models for all sessional teachers.  相似文献   

语法教学新理念--交互性语法教学     

祝敏 《泰州职业技术学院学报》2005,5(5):111-114

通过论述"交互式教学"的定义、教学原理及语法教学的注意事项,提出了"交互性语法教学"的概念及教学技巧.笔者提供了三个教学活动设计方案以进一步说明如何具体实施"交互性语法教学".  相似文献