论大学生信息获取技能训练学习环境的创设     

吕建辉 《现代情报》2006,26(4):187-189

创设大学生信息获取技能训练的学习环境旨在为当代大学生建造一个科学、有效的从各种信息源中广泛收集、巧妙获取各种有用信息相关技巧与能力的平台，用科学发展观的理念构建的《文献信息检索与利用技能训练课》厦其配套学习指导、辅导等，能引导学生在学习和使用信息检索技术、参与信息活动的过程中，实现知识与技能、过程与方法、情感态度与价值观等不同层面信息素养的综合提升和协调发展。  相似文献   

浅谈绿色工位管理     

田光大  郑立新等 《科技与管理》2000,(2):40-42

针对企业中制造系统管理存在的问题,把全面质量管理与实际生产相结合,提出了绿色工位管理方式,并介绍了绿色工位管理的基本原理及具体实施方式,这种管理方法是达到精益生产的有效途径。  相似文献   

大学生研究性学习中的期刊文献需求信息的获取   总被引：1，自引：0，他引：1  

刘振西  易玮 《现代情报》2007,27(12):205-206

研究性学习的探究性、自主性、开放性和实践性特点，决定了大学生读者对图书馆期刊信息资源的重点利用。该文论述了大学生研究性学习对期刊信息的需求特点，提出通过查阅期刊借阅记录、现场观察阅览情况、设立意见薄、教师圈选期刊目录、搜集课题信息和进行问卷调查等方式获取读者对期刊文献的需求信息。  相似文献   

研究生学术不端行为防范体系的构建——基于学术共同体视域     

陈玉国 《中国科技期刊研究》2016,27(11):1133-1138

【目的】通过分析研究生学术论文中多发的学术不端现象,探究此种现象对学术环境、学术生态和学术出版的侵蚀和伤害。【方法】 概括分析了研究生学术论文中存在的学术不端行为的表现形式、表现特征及成因。【结果】 提出基于学术共同体的视域,从制度、规范、技术层面构建研究生学术不端行为的防范体系。【结论】 科技期刊应发挥学术共同体的作用,营造良好的学术出版环境,促进期刊的创新和发展。  相似文献   

基于合作网络中心性指标的科研团队学术带头人识别研究     

李纲  刘先红 《科技管理研究》2016,(8):127-132

合作网络中心性指标越来越多地被应用于科研团队学术带头人的识别,但识别的合理性与有效性有待论证。基于此,归纳科研团队学术带头人的胜任特征,并分析合作网络中心性指标测度这些胜任特征的合理性。以14个受资助的国家自然科学基金创新研究群体为对象,从识准率和识全率两个方面对网络中心性指标识别科研团队学术带头人的有效性进行实证分析。  相似文献   

Chips,tags and scanners: Ethical challenges for radio frequency identification     

Dara J. Glasser  Kenneth W. Goodman  Norman G. Einspruch 《Ethics and Information Technology》2007,9(2):101-109

Radio Frequency Identification (RFID) systems identify and track objects, animals and, in principle, people. The ability to gather information obtained by tracking consumer goods, government documents, monetary transactions and human beings raises a number of interesting and important privacy issues. Moreover, RFID systems pose an ensemble of other ethical challenges related to appropriate uses and users of such systems. This paper reviews a number of RFID applications with the intention of identifying the technology’s benefits and possible misuses. We offer an overview and discussion of the most important ethical issues concerning RFID, and describes and examine some methods of protecting privacy. Norman G. Einspruch serves as a consultant to several high-technology companies, one of which is in the RFID components and systems business.  相似文献   

Shifting dimensions of autonomy in students’ research and employment     

John Willison  Fizza Sabir  Judith Thomas 《高等教育研究与发展》2017,36(2):430-443

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Engineering students’ experiences of interactive teaching in calculus     

Maria Weurlander  Mikael Cronhjort  Lars Filipsson 《高等教育研究与发展》2017,36(4):852-865

This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.  相似文献   

Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority   总被引：1，自引：0，他引：1  

Oliver McGarr  Emmanuel O’Grady  Liam Guilfoyle 《师资教育杂志》2017,43(1):48-60

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.  相似文献   

How to facilitate freshmen learning and support their transition to a university study environment     

Jari Kangas  Elisa Rantanen  Lauri Kettunen 《European Journal of Engineering Education》2017,42(6):668-683

Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ‘safe community’ to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.  相似文献