知识资源与创新绩效——网络知识异质性的调节作用     

张振刚  杨玉玲 《科技管理研究》2021,41(21):142-147

以纳米能源领域2001—2018年的专利数据构建知识网络和研发组织间的创新合作网络,检验研发组织的知识资源的两个维度与创新绩效的关系以及网络知识异质性的调节作用.研究发现,研发组织的知识组合能力正向影响创新绩效,研发组织的知识多样性与创新绩效呈倒U型关系;创新网络中的知识异质性负向调节知识组合能力对创新绩效的影响,正向调节知识多样性与创新绩效的倒U型关系.  相似文献   

绥化市绿化现状及植物多样性变化研究     

郑丽颖 《绥化学院学报》2014,(8):154-156

绿化是城市景观中必不可少的内容,绿化效果的优劣,与植物多样性有密不可分的关联。通过对绥化市2007—2012年间绿化状况及植物多样性变化的研究,得出年绿化增量与品种逐年增加,绿化格局从单一的绿化向彩化美化转变,植被组合从乔木为主向灌木草结合过渡,植被种类从“一季看叶”向“四季看花”跨越,绿化方式从平面造景向立体景观发展的结果,并结合实际情况提出建议,为绥化市生态宜居城市的建设提供参考。  相似文献   

翻译研究的“文化转向”与“本体回归”——对我国翻译研究现状的几点思考     

朱琳 《衡水师专学报》2014,(2):96-100

针对当前翻译研究中对文化学派翻译研究和翻译本体研究的一些偏颇认识,在对译学研究的多元性和层次性进行分析的基础上,对文化学派翻译研究的缘起和研究目的进行探讨,廓清了其在翻译学研究体系中的位置。另外,对否定文化学派研究而提倡翻译研究本体回归的观点之偏颇性进行分析,并介绍了翻译本体研究的核心内容和新发展,指出翻译本体研究同样在走多元发展的道路,文化途径的翻译研究与本体研究在翻译研究系统下互相关联,并倡导以多元兼容的系统论学术思维对待不同层次的翻译理论研究。  相似文献   

城市滨河湿地植物群落调查     

甘廷江  彭芹  何云晓  陈娟 《绵阳师范高等专科学校学报》2014,(5):49-54

调查了绵阳市安昌江滨河湿地植物的群落类型及物种多样性,结果显示,滨河湿地植物有79种,分属36科,主要由草本构成,乔、灌、藤本植物较少.安昌江滨河湿地植物按优势种为代表可划分为空心莲子草、马唐、青蒿、马鞭草、构树、狗牙根等6个主要植物群落类型,以上6类群落类型对研究区域湿地生态系统的物质循环起着主要作用.研究区域内植物群落的垂直结构较简单,层次单一,在水平结构上表现出明显的镶嵌性,这可能与滨河湿地生境的多样化和破碎化有关.对整个滨河湿地群落不同层次的多样性指数（H＇）分析显示,草本层（3.97）＞乔木层（1.79）＞灌木层（1.61）;均匀度指数（E）为草本层（0.82）＞乔木层（0.79）＞灌木层（0.38）,灌木层分布不均匀.人类干扰引起的湿地环境的变化和旱生物种入侵是影响该区生物多样性的重要因素.  相似文献   

浅论汪野亭瓷板画之题材     

黄文文 《四川三峡学院学报》2014,(2):48-51

汪野亭先生作为瓷板画史上著名的大家之一,他的山水瓷画,上色清朗,意境超然而飘逸,用笔细致而通畅,成就卓然,达到了山水瓷画的巅峰状态。从汪野亭瓷板画的题材中,品评其高雅的趣味,飘逸淡泊的隐逸情怀,禅意深远的佛教心境,探讨他作为一个文人画家的雅趣以及其画中所蕴含的深刻的含意。  相似文献   

浮游藻类在云南湖库水质监测及评价中的应用     

刘经伦  杨文磊  杨丽华  陈凯 《保山师专学报》2014,(2):14-17

云南工农业用水有很大比例是利用湖泊、水库蓄水提供,而保障这些湖库的水质安全是个重要的课题,探讨了藻类植物在湖库水质评价中的方法及应用,为更好的服务于云南湖库水质安全评价提供理化监测以外的另一途径。  相似文献   

A Study on Human-Computer Interaction Mechanism in an Intelligent Tutoring System     

GAO Hongli  YANG Lei  XU Sheng  LONG Zhou  LIU Kai  HU Xiang’en 《Frontiers of Education in China》2022,17(1):100

Discussion is a common and important learning process. Involvement of a virtual agent can provide adaptive support for the discussion process. Argumentative knowledge construction is beneficial to learners’ acquisition of knowledge,but the effectiveness of argumentative scaffolding in existing studies is not consistent. Based on an intelligent discussion system, a total of 47 undergraduate students took part in the experiment and they were assigned to three different conditions: content-related plus content-independent scaffolding condition, content-related scaffolding condition, and the control condition. Under the content-related and content-independent scaffolding condition, the computer agent provided an idea from semantically different categories (content-related scaffolding) according to the automatic categorization of the current contributions, and further inquired the participants about their attitudes and reasons (content-independent scaffolding). Under the condition of content-related scaffolding condition, the virtual agent only provided semantically different viewpoints. Under the control condition, the subjects expressed their opinion independently without the participation of the virtual agent. Findings revealed that compared with the control group, when the virtual agent provided semantically different ideas (content-related scaffolding), the discussion breadth (number of categories) was improved and the subjects felt that they had a more comprehensive understanding of the problem. Compared with the content-related scaffolding condition, when the virtual agent provided semantically different ideas and further asked about the attitudes and reasons, the subjects expressed more agreement with these views, but mentioned fewer categories during the discussion. This study suggests that the content-related scaffolding can facilitate the cognitive processing effect relevant to the topic of discussion. When the content independent scaffolding is added, it can promote the argumentative processing, but may have a negative effect on the cognitive processing related to the topic discussed.  相似文献   

全息、多元考核方式在“社区管理”课程中的应用     

耿香玲 《常熟理工学院学报》2014,(6):36-39

“全息、多元”评价方法是指教学评价必须全面、全员和全程地反映学生参与教学活动的全部信息,在评价主体、评价内容和评价方式上实现多元化。这一考核方法具有促进教师教学观念的转变、督促学生平时认真学习、培养学生主体意识和批判精神等多项功能。要完全发挥全息、多元考核方式的这些功能,实现从考“知识”到考“做事”的转变是根本,制定科学、合理的考核标准是关键,教师认真指导,学生积极配合,协作单位热情支持是保障。  相似文献   

Defining student diversity: categorizing and processes of marginalization in Swedish schools     

Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2014,19(3):251-265

The article presents an analysis of how diversity is defined and attended to in Swedish schools. The research reported has been carried out as a case study of categorizing practices that concern the uses of neuropsychiatric diagnoses, notably ADHD. The data were collected as part of a larger study. The interaction over a two-year period between the parents of a boy (William, aged 5.5 years) and representatives of the school (school psychologist, principal, teacher etc.) has been analysed. It is shown that parents and professionals provide different accounts of William’s difficulties. The parents, while not denying that their son causes problems in class, argue that the boy will mature and that the problems will disappear. The representatives of the school try to convince the parents that a neuropsychiatric examination of the boy will be beneficial to all parties. The long process of negotiation can be understood as a rhetorical drama, where the category ‘ADHD’ serves as the resolution of a complex institutional problem in the modern welfare state.  相似文献   

网络时代大众对经典文学的多元性认知     

贾柯 《三明高等专科学校学报》2014,(3):80-83

文学与文学批评一直是文学发展史的双生子,长期以来,受限于传播媒介,民间受众的批评表现为自发性,在主流批评史上难以留下声音。新传媒出现以来,个体受众的批评声音得到广泛的呈现与传播。以对《红楼梦》的个体解读为个案研究,网络时代大众对经典文学在认知上存在考据式、带入式、反拨式等多元性的个体解读方式。新兴的个人批评话语臆舍当代文学批评标准的演变,对传统批评话语局面有所打破与拓展。  相似文献