基于GMCR的政府支持基础研究R D项目决策者冲突分析     

张鹏  周恩毅  刘启雷 《科技管理研究》2019,(23)

政府投资基础研究项目是提升我国基础创新能力的重要手段。项目参与主体利益目标不一致等引发冲突问题也不容忽视。基于第三方偏好信息,应用冲突分析的图模型方法即GMCR理论,构建分析模型模拟基础研究项目研发过程决策主体冲突状态演变与解决机制；通过稳定性求解,分析政府、高校科研院所、企业等决策主体不同偏好情境下冲突的个体稳定性和全局稳定性。研究为基础研究项目的多主体冲突问题提供了解决思路,可作为政府投资项目决策的理论依据。  相似文献   

Effectiveness of motor skill intervention varies based on implementation strategy     

Ali Brian  Sally Taunton 《Physical Education & Sport Pedagogy》2018,23(2):222-233

Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors.

Purpose: The purpose of this study was to examine the effects of a motor skill intervention delivered by expert and novice teachers via direct or indirect pedagogical strategy on the object control and locomotor skills of young children.

Participants and setting: Participants included children (N?=?109) aged 40–67 months (M_age?=?54 months, SD?=?7 months) enrolled in an early years center for children who are socioeconomically disadvantaged in the United States.

Data collection: Children participated in one of five instructional conditions (expert-led direct, expert-led indirect, novice-led direct, novice-led indirect, and control). Expert and preservice physical education teachers implemented the Successful Kinesthetic Instruction for Preschoolers (SKIP) motor skill program twice weekly for 6 weeks (360?min of instruction). Children in all experimental conditions (n?=?69) received ‘business as usual’ free play on nonintervention days. Children in the control condition (n?=?40) received the ‘business as usual’ free play 5 days weekly throughout the entirety of the intervention. Children completed the Test of Gross Motor Development-2 during the pretest and the posttest.

Data analysis: For object control and locomotor skills, we conducted two, separate, one-way ANOVAs at the pretest to determine condition differences. We then calculated two separate, five conditions × two times repeated-measures ANOVAs to determine the effects of SKIP on both object control and locomotor skills. Tukey post hoc analyses confirmed posttest differences among the conditions.

Findings: There were no significant differences among conditions at the pretest (locomotor, p?=?.347–.969; object control, p?=?.143–.918). For object control skills, there were significant main effects for time (F[1, 104]?=?83.92, p?.001, η²?=?.45) and condition (F[4, 104]?=?6.39, p?<?.001, η²?=?.20) as well as a significant time by condition interaction (F[4, 104]?=?22.36, p?<?.001, η²?=?.45). For locomotor skills, there was a significant main effect for time (F[1, 104]?=?41.25, p?<?.001, η²?=?.28) but not for condition (F[4, 104]?=?2.20 p?<?.074, η²?=?.08). There was a significant time by condition interaction (F[1, 104]?=?18.68, p?<?.001, η²?=?.42). Experts, regardless of strategy, showed significantly greater improvements (p?<?.001) than novice and control conditions for locomotor skills. For object control skills, experts (all conditions) and novice-direct demonstrated significantly (p?<?.001) greater gains than the control and novice-indirect conditions.

Conclusion: Young children from disadvantaged settings demonstrated developmental delays with FMS. Motor skill intervention was effective with remediating their delays. Novice teachers with limited physical education experience should begin teaching object control skills via direct instruction. Experts can choose either direct or indirect instructional strategies. Future research should investigate the implications of scaffolding locomotor skills and indirect pedagogical strategies for novice teachers.  相似文献