技术标准联盟价值创造解析   总被引：10，自引：0，他引：10  

曾德明  彭盾  张运生 《软科学》2006,20(3):5-8,22

技术标准联盟的出现是一种复杂的技术、经济现象,有其深刻的历史必然性,蕴含着经济全球化和知识经济时代的丰富内涵。法律所赋予技术专利的极强专属性和高度不可模仿性,无疑使其成为了技术标准联盟价值创造的源泉。联盟成员企业通过“化敌为友”、“综合利用”、“学习内化”三种途径创造价值;通过周而复始的“组织学习”,实现技术标准联盟的升级与扩展。  相似文献   

在基因-脑-行为的框架下探索果蝇面对竞争的视觉线索的抉择行为          下载免费PDF全文

郭爱克 《中国科学院院刊》2003,18(1):39-41,79

2001年11月16日出版的Science [1] 发表了唐世明和郭爱克的“果蝇面对竞争的视觉线索的抉择行为”的研究论文,在相关领域引起了广泛兴趣,已陆续被国际权威学者引用。主要介绍了其研究内容、研究方法及所取得的进展,并简单介绍了论文发表后国际上的引用情况以及新的进展。  相似文献   

企业的组织问题:授权与控制悖论——一种基于知识的分析框架   总被引：5，自引：0，他引：5  

陈昆玉  覃正 《科学学研究》2002,20(1):77-80

组织内知识分布的不对称 ,以及知识转移成本的高昂和转移的不可能性 ,使组织的授权成为必要 ,而授权又相应产生控制问题。传统的靠设计控制体系来解决授权与控制悖论的方式 ,并不十分理想。组织学习的引入 ,提供了一种新的解决之道  相似文献   

信息技术和现代管理变革   总被引：9，自引：0，他引：9  

岳毅宏  韩文秀 《中国软科学》2002,(1):61-64

本文首先概括了现代管理变革在管理、组织结构、管理技术和管理策略中的具体表现，然后分析了信息技术在这些变革中所起的作用，最后研究了EIA模型，为企业信息化建设提供了理论基础。  相似文献   

合作学习在成人英语阅读教学中的运用   总被引：3，自引：0，他引：3  

国秀玮 《安庆师范学院学报(社会科学版)》2005,24(6):114-116

合作学习是以学生为中心,学习者以小组为形式,为共同的学习目标而进行高度结构化的学习。要充分认识合作学习在成人英语阅读教学中运用的必要性,强化成人英语阅读面授课堂教学,构建基于网络的合作学习。  相似文献   

语言学习风格研究和大学英语教师、教材与教法   总被引：1，自引：0，他引：1  

王洪渊 《安阳工学院学报》2005,(5):129-131

对学习者个体差异的研究,成了当代外语教学研究的重要课题.而语言学习风格是学习者个体差异的一项重要内容.研究语言学习风格及其同语言教学的关系,在全球化语境下,对大学英语教师、教材与教法具有指导和实践意义.  相似文献   

The importance of environment for teacher professional learning in Malta and Scotland     

Michelle Attard Tonna 《欧洲师范教育杂志》2017,40(1):91-109

Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the specific social workplace environment of teacher practice. Thus, schools need to be recognised as important sites of professional learning for teachers. In Malta and Scotland teachers were asked about their professional learning to identify how the learning environment within individual schools affects professional learning. In both countries, collaboration and school leadership were key components in determining a school’s learning environment. Data analysis led to the production of examples of expansive and restrictive features. Policy-makers, school leaders and administrators can use these features to examine how schools operate in terms of helping or hindering professional learning in the school environment.  相似文献   

The effectiveness of farm programmes on Bangladesh Betar in educating farmers     

Md. Mahedi Hasan  Md. Nurul Islam  Md. Aminul Hoque 《Open Learning》2017,32(3):214-223

Farm programmes (FPs) of varied categories have been developed and aired over several decades by Bangladesh Betar, the national radio of Bangladesh for the diffusion of farm technologies. The study aimed to produce an in-depth academic evaluation of their effectiveness in educating farmers in Bangladesh. A sample of 465 respondents from the Khulna and Rajshahi divisions in Bangladesh was randomly selected for a questionnaire survey. To analyse the data, relevant documents were collected from the Ministry of Information, the Ministry of Agriculture, and the Ministry of Fisheries and Livestock of Bangladesh. Frequency distribution, z-test, and binary logistic regression analysis were used as statistical tools. The farm knowledge levels of the farmers were considered the predictors for evaluating the effectiveness of FPs. The results revealed that 93.33% of the sample did not listen to the FPs, while only very few of the listeners listened regularly. Despite this, at the ‘weak’ and ‘average’ levels of knowledge significant differences were noted between listener and non-listener farmers of FPs. The binary logistic regression analysis (Model 1) identified that the farmers who listened to the FPs were likely to acquire farm knowledge 6.62 times more than the farmers who did not listen to the FPs. The farmers who listened to the FPs were likely to have farm knowledge 2.64 times more than the farmers who did not listen to the FPs but consulted with other sources of farming information (Model 2). Similarly, a listener of FPs with farm training was likely to acquire farm knowledge 5.76 times more than a non-listener with farm training (Model 3). The FPs were found to be very effective and could be used to better complement other mechanisms for educating farmers. Regular access to the FPs ought to be ensured through appropriate stimulants for the diffusion of farm technologies.  相似文献   

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach     

José Bidarra 《Open Learning》2017,32(1):6-20

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).  相似文献   

Assessment for learning: a catalyst for student self-regulation     

Eleanor Hawe  Helen Dixon 《Assessment & Evaluation in Higher Education》2017,42(8):1181-1192

The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings.  相似文献