A COMPARATIVE STUDY ON THE 1898 REFORM OF CHINA AND THE MEIJI RESTORATION     

肖朗  田正平 《Journal of Zhejiang University. Science. B》2000,(1)

ＩＮＴＲＯＤＵＣＴＩＯＮＩｎ 1 998,ｍａｎｙｍａｇａｚｉｎｅｓｉｎｃｌｕｄｉｎｇＨｉｓｔｏｒｉ ｃａｌＲｅｓｅａｒｃｈ (Ｂｅｉｊｉｎｇ ) ,ＯｐｅｎＴｉｍｅｓ(Ｇｕａｎｇｚｈｏｕ )ａｎｄＴｗｅｎｔｙ ＦｉｒｓｔＣｅｎｔｕｒｙ(Ｈｏｎｇｋｏｎｇ )ｐｕｂｌｉｓｈｅｄａｒｔｉｃｌｅｓｉｎｓｐｅｃｉａｌｃｏｌｕｍｎｓｔｏｃｏｍｍｅｍｏｒａｔｅｔｈｅｃｅｎｔｅｎｎｉａｌａｎｎｉｖｅｒ ｓａｒｙｏｆｔｈｅｒｅｆｏｒｍｏｆ 1 898.Ｈｏｗｅｖｅｒ,ｐｅｏｐｌｅｓｅｅｍｔｏｈａｖｅｆｏｒｇｏｔｔｅｎｔｈａｔ1 998ｉｓａｌｓ…  相似文献   

Review of New Technologies for Learning: Contribution of ICT to innovation in education. by Dillemans, R., Lowyck, J., Van der Perre, G., Claeys, C. and Elen, J.     

Manfred Lang 《Education and Information Technologies》1999,4(4):425-427

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新环境下情报研究的发展路向探讨   总被引：3，自引：1，他引：2  

郎诵真  朱晓峰 《情报科学》1999,17(6):587-591,594

信息时代到来之际,完善情报研究的功能以适应新环境的挑战是当前情报界迫切需要解决的问题。本文在对复杂多变的环境因素分析的基础上,提出了情报研究的系统目标及发展对策。  相似文献   

世居高原男子排球运动员营养状况调查   总被引：1，自引：0，他引：1  

孙楠  范云生  杨碧英  郎佳麟 《中国体育科技》1999,35(8)

对２１名云南省世居的男排运动员进行了５天的营养调查,结果显示：膳食结构不合理,动物性食品和油脂类摄入量偏高;热源质分配比不适宜,蛋白质和脂肪含量偏高（分别为１６．１１％ 和４２．５％ ）,碳水化合物偏低（４３．３９％ ）;部分维生素和无机盐摄入不足。体格检查显示,有５０％ 的运动员的ＢＭＩ＜ ２０。生化检查显示,有７５％ 的运动员体内维生素Ｂ１营养不平不足或缺乏,有２５％ 的运动员体内维生素Ｃ营养不足。提示：长期膳食营养不合理将影响运动员身体素质和训练水平的提高。  相似文献   

从技术角度进行竞争对手研究的有效方法--DWPI法应用   总被引：6，自引：0，他引：6  

郎诵真 《情报理论与实践》1998,21(5):304-308

0引言 竞争是当今社会的主旋律,企业竞争则表现得更加激烈,企业欲在强手如林、变化莫测的环境中取得竞争胜利,就必须重视围绕竞争对手、竞争环境、竞争策略所进行的信息研究,即竞争情报研究,其中竞争对手研究显得尤为重要.  相似文献   

对单纯受贿行为的刑法规制     

张浪 《淮阴师范学院学报(哲学社会科学版)》2004,26(4):504-509

在贿赂犯罪现象中,存在着非典型的单纯受贿形式,此类行为具有严重的社会危害性和侵害国家工作人员职务行为廉洁性的实质,对其予以刑法规制具有现实意义,建议设置单纯受贿罪名,并明确司法认定的要件。  相似文献   

新领域、新动能：交叉学科建设的价值与路径     

王战军  张泽慧  常琅  张微 《复旦教育论坛》2023,21(3):15-20

交叉学科建设是学科建设的新领域,也是促进科学发展的新动能。交叉学科建设要在认识世界、改造世界的实践中实现“创新驱动、发展科学”的核心价值,要把握交叉学科建设的时代定位,形成创新知识生产和创新人才培养的新领域、新动能、新格局。交叉学科建设要构建“问题导向”的新型学科组织,建设“互补融合”的复式学科团队,形成“开放共享”的学科建设文化,创新“服务需求”的复合型高层次人才培养模式。  相似文献   

未曾设想之路的开辟 ——论马克思、恩格斯劳动教育思想的科学形成与现实意义     

郎晓军  何韶华 《科学．经济．社会》2022,40(2):25-36

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Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

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