全球文献遗产保护政策“风向标”——联合国教科文组织《世界记忆项目总方针》(2021)研究     

王玉珏  施玥馨  严予伶 《档案与建设》2022,(1):19-24

《世界记忆项目总方针》1995年颁布,历经2002、2017、2021年三次修订。深入梳理该政策的发展历程,分析《世界记忆项目总方针》(2021)的内容结构、变化特点及价值理念等,将有助于我国积极推动世界记忆项目发展,防止部分国家政治化干预,保护文献遗产,维护人类共同记忆。  相似文献   

欧盟“格龙维计划”初探     

薛杨  高耀明 《比较教育研究》2011,(10):44-49

"格龙维计划"是欧盟终身学习计划的重要分计划,是欧盟建设知识欧洲,维持经济持续增长和促进社会和谐的主要措施。本文主要分析了"格龙维计划"的产生和发展,阐述了该计划的目标和内容,讨论了该计划的特色和成效。格龙维计划的成功经验,对我国在成人教育政策的变革、成人教育内容及方式的改进和成人教育国际合作领域的拓展等方面有可借鉴之处。  相似文献   

探析三大人才奖励计划中女性获奖者的成功因素     

彭洁  王运红  李大玲 《中国科技资源导刊 (中国信息导报)》2010,(4):9-15

分析女性获奖者成功因素,有助于探索其全面、健康、可持续发展的基本规律,有助于促进女性高层次科 技工作者的培养。文章以获得长江学者奖励计划、杰出青年基金和百人计划三大人才奖励计划的女性群体为研究对象, 分析年龄、学习工作经历、获得其他奖励与女性获奖者成功的关系,提出了建立允许人才合理流动的管理机制,促进有 女性科技工作者参加的学术团队的建设,特别是跨学科、跨领域和跨机构的合作,设立女性科技工作者专项奖励机制, 设立多种女性科技工作者奖励计划,消除性别偏见,统一退休年龄等建议。  相似文献   

地级电视“天气预报”节目制作     

白立英  段慧芳  朱虹 《大众科技》2012,(9):156-157

电视"天气预报"节目制作是一项综合性很强的工作,不但要求制作人员有很扎实的影视专业知识,还要求他懂得一定气象专业知识。文章从实际操作出发,以地级影视工作者角度对素材采集、处理,节目编排,输出进行论述。  相似文献   

中外合作办学项目大学生学习观调查——基于“现象描述分析学”的研究方式     

赵显通 《复旦教育论坛》2015,(2):32-37,59

基于20世纪70年代末兴起的"现象描述分析学"的研究方式,采用半结构式访谈的方法调查了23位中外合作办学项目的学生。研究发现了六种学习观,即学习就是知识量的增加、记忆、应用、理解、解释现实和个人成长。前三种可以归为"重复性"学习观,而后三种统称"变革性"学习观。后者会对学生会产生深远影响,因而是应当提倡的。  相似文献   

Adapting an Outcome-Based Education Development Process to Meet Near Real-Time Challenges to Sustainable Agricultural Production     

Mary L. Halbleib  Paul C. Jepson 《The Journal of Agricultural Education and Extension》2015,21(2):109-126

Purpose: This paper examines the benefits of using an outcome-based education (OBE) method within agricultural extension outreach programmes for professional and farmer audiences. Design/Methodology/Approach: The method is elaborated through two practical examples, which show that focused, short-duration programmes can produce meaningful skill development and impacts at the farm level. Both examples addressed pressing problems that were evolving during the education programme, and we sought a method that would respond adaptively to local circumstances and unanticipated changes. Key aspects of the method include strategic planning to properly focus education programmes, and the integration of data-driven decision support tool development to reduce uncertainty associated with the use of high-risk pest management inputs. Findings: Professionals and farmers increased their knowledge and skills related to pesticide management, and follow-up evaluation documented high levels of adoption of risk reduction and mitigation practices by farmers. Practical Implications: We recommend OBE for several reasons: (1) it uses a group process to elicit an accurate view of the system that learners operate within, (2) it provides cohesive and active learning with the potential for continuation, and (3) it enables feedback between all stages of programme development and implementation. Originality/Value: The most novel aspect of our adaptation of the OBE approach is the integration of, and feedback between, participatory programme design and tool development throughout the process, which maximises the value of each, and their ability to deliver outcomes. The OBE method integrates science, technology and social learning, and connects these with authentic problem-solving tasks to perpetuate learning beyond the classroom to where outcomes are attained.  相似文献   

Professional development within the Effective Early Learning Programme: a contribution to a participatory and context-sensitive approach to ECEC evaluation     

Sara Barros Araújo 《Early Years: An International Journal of Research and Development》2015,35(3):249-259

This paper aims to describe and analyse a case study on professional development that was centred on the Effective Early Learning (EEL) Programme. This process was a part of a larger dissemination project of the EEL programme nationwide, designed to train specialised facilitators at a local level who could, in turn, support the professional development of their peers. From a theoretical stance, it focuses on a democratic and participatory approach to the evaluation and development of quality in ECEC contexts. The study involved the participation of 12 pre-school teachers and a specialised trainer. Results show perceived effects of the process of staff development on professional learning at the level of observation skills, reflection-on-action and critical insertion. Also, the participants recognised that experimentation in practice contexts and shared reflection were the most meaningful and facilitative strategies in their learning.  相似文献   

逻辑—历史方法考量下的贝叶斯主义     

黄闪闪 《毕节学院学报》2014,(12)

逻辑—历史方法是当代西方科学方法论中的一种重要方法。它将逻辑主义的"逻辑重建"和历史主义的"历史再现"相结合,实现了逻辑与历史的统一,是一种合理的方法。一方面,贝叶斯主义作为逻辑经验主义的重要推理模型,必然体现了逻辑—历史方法中的逻辑特征;另一方面,贝叶斯推理模型中的归纳意义,包含了历史主义的描述性特征。从方法论角度而言,贝叶斯主义研究纲领本质上是逻辑—历史方法,充分表现了实际科学活动的合理性和经验性。  相似文献   

体育营销与合理性对策     

吴智林 《体育与科学》2002,23(3):35-36,39

如何有效利用体育竞赛进行营销，以此塑造品牌形象，已成为企业关注的焦点，本文以洛杉矶奥运会的商业运作和国际奥委会著名的“TOP计划”为例证，分析了体育营销中的问题，提出，将品牌文化以体育为平台进行再次提升与超越是一个系统工程，是一项持之以恒的过程。从公益，文化，热点等各个角度，运用广告，促销，活动等多种手段，可以最有效地拓展体育营销的空间。  相似文献   

The content aspect of validity in a rubric-based assessment system for course syllabuses     

《Studies in Educational Evaluation》2021

The growing trend among universities to promote systems of programme and course evaluation entails more responsibility for faculties and departments. These systems require resources to ensure that they are not only valid and reliable but also effective and sustainable. The design of rubric-based assessment systems may provide a solution, but there is a gap in the research on curriculum evaluation concerning their use and validation. We examine the content aspect of validity in a rubric-based assessment system for course syllabuses using a mixed method that combines an analysis of the agreement among 23 experts with a phenomenographic study. With data gathered through a questionnaire linked to the Delphi technique, content validity indexes were calculated and the experts' different perspectives were identified. The content validity indexes (greater than .80) met the standards set out in literature, and the qualitative study of the experts' feedback showed three different perspectives on the system's use. Beyond providing evidence of the system's content validity, the study highlights the extent to which it is important to give appropriate consideration to experts' – and by extension final users' – experience in order to ensure the successful implementation of rubric-based assessment systems.  相似文献