从中国视角看文化产业的“西方经验”     

李江 《广西大学梧州分校学报》2014,(2):37-44

文化产业的＂西方经验＂包含着两个不可分割的部分：一是系统完备的理论认识,二是丰富的产业经验。理论认识是更多地侧重于学术层面上的批判性研究,产业经验则更多地关注实用性的产业手段的运用。总体上处于自然经济状态的中国文化产业如果要为进一步跨国经营做准备,就有必要在全面把握西方文化产业的社会历史条件、西方发达国家的文化政策、文化产业基础、发展方式以及社会贡献的基础上,更好地兼顾西方文化产业理论和产业化经验。  相似文献   

国外终身教育立法启示——基于美、日、韩法规文本的分析     

吴遵民  黄健 《现代远程教育研究》2014,(1):27-32

与国外发达国家终身教育法制化的现状相比,我国仍然处在滞后状态。即使有个别的地方性法规。也存在法律效应的局限性。因此。我国终身教育缺乏实质性的措施。研究和梳理国外终身教育立法经验,对我国国家层面终身教育立法具有重要意义。美国《终身学习法》没有刻意构建一个庞大而完整的终身教育体系,而是将“终身教育”的推动放置于某一个接近的范畴,以避免法规“空泛”的弊端,但此举削弱了终身教育在国民教育体系中的地位。日本《终身学习振兴法》被置于产业振兴的层面,但国家与政府为民众提供公益性的学习机会等涉及终身教育本质理念的内容,仍然没有得到应有的体现。韩国《终身教育法》是目前世界上比较完整的法规,但对于国民在终身教育中的主体地位重视不足。我国终身教育立法需要解决的主要问题是：保护公民的终身学习权,坚持以政府为主导,建立终身教育体系,架构终身教育“立交桥”,建设学分银行,设置终身教育机构和专职教育管理人员,将终身教育经费列入国家教育经费预算。  相似文献   

获取教育大数据：基于xAPI规范对学习经历数据的获取与共享     

顾小清  郑隆威  简菁 《现代远程教育研究》2014,(5):13-23

教育大数据为教育信息化的发展带来了新的机遇,而对教育大数据应用的实现首先依赖于对来源广泛的教育数据的获取。在这些有待获取的海量的教育数据中,学习经历数据作为一种承载着学习者在学习过程中的学习行为、学习活动、学习进程和与之交互的学习环境等教育信息的数据,蕴含着丰富的学习分析价值。随着相关学习技术的迅速发展,学习经历的跟踪在技术层面已经得以实现,但学习经历的复杂性、多样性和数据劣构性等特点阻碍了对其广泛的应用。由美国“高级分布式学习”组织发布的Experience API（xAPI）规范为破解这一难题提供了可行途径。xAPI规范利用“活动流”来描述学习经历,通过Statement来记录学习经历,并通过语义定义将其转化为良构且易于扩展的数据,为大数据背景下学习经历数据的获取提供了指导性的框架,同时通过实现了接口规范的学习记录仓储（LRS）来共享学习经历数据,由此实现对教育大数据尤其是学习经历数据的获取和共享。  相似文献   

探索工程管理模式 提升建设项目绩效——和平楼危旧房改造项目工程管理的方法和经验     

尚甘岭 《马钢职工大学学报》2014,(3):37-40

从安徽省马鞍山市花山区和平楼小区改造项目的实施过程中,总结出旧城改造工程管理经验,提炼工程项目管理的方法和最佳途径,以利今后能够更快、更好地加快城镇化建设步伐.  相似文献   

借鉴国外防灾经验进一步完善我国防灾体系     

黄明光 《四川职业技术学院学报》2014,(3):30-32

日本、美国、土耳其等国家防灾法律与机构的防灾经验,对完善我国的防灾法律、建立国家级的自然灾害应急管理机构、建立健全巨灾保险法律法规,保障灾民合法利益;建立城乡避难场所,减少灾害损失具有一定的积极借鉴作用。  相似文献   

高校《文献检索》课程建设实践和探讨   总被引：2，自引：0，他引：2  

李莹 《情报科学》1999,17(6):645-647

现行的《文献检索》课教学面临着新的挑战。本文在分析其存在的问题与滞发展的基础上,提出了课程建设的新思路与新举措。  相似文献   

High school students’ feelings: Discoveries from a large national survey and an experience sampling study     

《Learning and Instruction》2020

We investigated students' feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequently mentioned feelings were tired, stressed, and bored. Similar findings emerged with rated items, The prevalence of negative feelings was largely similar across demographic groups. Study 2 largely corroborated the findings from study 1. Although the retrospective measures showed similar results to study 1, the in-the-moment measures also showed frequent positive feelings. We discuss the findings in light of the ‘sleep deprivation epidemic’, the achievement motivation literature, and implications for the validity of state- and trait measures of academic emotions.  相似文献   

Active tag recommendation for interactive entity search: Interaction effectiveness and retrieval performance     

《Information processing & management》2022,59(2):102856

  相似文献   

Comparing button-based chatbots with webpages for presenting fact-checking results: A case study of health information     

《Information processing & management》2023,60(2):103203

  相似文献   

Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation     

《Learning and Instruction》2022

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.  相似文献