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1.
商业模式是描述企业创造价值、传递价值和捕捉价值的基本框架，而商业模式的场景化创新创造了场景价值。本文旨在从价值创造的视角梳理场景型商业模式创造场景价值的理论渊源和论证场景价值的创造机理。首先，阐述了商业模式场景化创新及其创造场景价值的过程，提出商业模式场景化的4类典型创新路径；然后，梳理了场景价值的理论渊源及发展脉络；最后，围绕4类场景化创新路径，逐一分析其创造场景价值的机理。研究表明，商业模式场景化是"货—人—场"转向"人—货—场"的创新，是数字经济时代中智能商业实现价值创造精准化的重要路径；场景价值创造的主导逻辑遵循"价值（感知）驱动（用户）行为"的规律，不同于交易价值和使用价值的"因货"或"因人"，场景价值强调供求连接及其互动的"因场"；"人"与"货"在时间和空间上的场景化，形成"随时""随地""随意""随便"4类典型场景化路径，并影响用户行为的关注意愿、互动意愿、购买意愿、推荐意愿，进而实现"比你懂你"来创造场景价值。 相似文献
2.
以英国学者吉本斯等学者所提出的知识生产模式2的理论视角,结合新知识生产的五个重要特征分析北京大学软件与微电子学院在人才培养模式上的创新,讨论知识生产模式2对大学的教学思想、组织结构、专业设置、课程内容、师资队伍、质量保障和评价等方面的影响,揭示新知识生产对大学产生影响的路径,并分析了这种模式变革的优势和有待完善之处. 相似文献
3.
边缘情境与西方文学经典 总被引：2，自引：0，他引：2
梁旭东 《宁波广播电视大学学报》2004,2(2):1-3
边缘情境是存在主义的重要概念，文章以此作为切入口，从人学与人文的角度，对西方文学经典作新的阐释。 相似文献
4.
马艺 《天津职业院校联合学报》2006,8(5):167-168,F0003
《大众文化与传播研究》一书引领学术前沿,拓展研究视角,注重研究方法,秉承实践精神,注重现实关怀,采用跨学科以及“语境化”的研究方法,站在文化自觉的高度,坚持构建与批判并举,从多维视角对大众文化与传播问题予以了理论阐释。 相似文献
5.
刘化毅 《大连教育学院学报》2021,(1):37-39
课程内容的情境化是促进核心素养落实的重要方式和手段,在教学中创设真实且富有价值的问题情境能有效促进学生化学学科核心素养的形成和发展。在实际教学中,有策略、有方向、有原则地选择恰当的问题情境,能够引导学生主动探究,在原有经验基础上构建知识体系,提高运用知识解决实际问题的能力。 相似文献
6.
Andreas Ryve 《Educational Studies in Mathematics》2006,62(2):191-209
Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187–228; Sfard, A., Educational Studies in Mathematics
46, 2001, 13–57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42–76] have developed a methodological framework,
which aims at characterizing the students’ mathematical discourses while they are working in groups. In this study, I focus
on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional
analysis by means of the analytical construct of contextualization as well as an analysis of types of mathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in
linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent
and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as
to whether the studied discourses were to be seen as mathematically productive or not. In the end of the article, I discuss
the possibilities of performing the suggested additional analyses within the original methodological framework. 相似文献
7.
Jonas R. Trostek 《Scandinavian Journal of Educational Research》2016,60(4):381-398
Previous research on how students’ acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come to understand the concept of gender and how to justify gender-related statements. The results show how the students accept ideas about social structures, power, and emancipation, as well as ideas about essences, individual independence, and a natural order. As for their justifications, they accept ideals of equality and objectivity. By assuming that the ideas have positive connotations for the students, it becomes possible to understand them as engaged in negotiating norms that are brought to the fore in the interviews. 相似文献
8.
牛笑风 《宁波广播电视大学学报》2005,3(4):16-20
在中世纪历史语境下理解英国式的宽容、不宽容，绝不会超越它所处的那个时代的限制。宽容与不宽容同行，在寻求真理的同时怀抱宽容之心何其难也；宽容在历史中曲折前进，宽容意义展示在横向与纵向的多维比较中。 相似文献
9.
语境提示是互动社会语言学创始人约翰·甘伯兹在研究话语理解规律时提出的一个重要的理论,对于解释会话推理的过程与机制、揭示社会文化背景对言语交际的影响具有重要作用。语境提示理论提供了在语言形式特征与言语活动类型及相应的交际规约之间建立联系的可能性。将这一理论引入对外汉语语用研究中,对于揭示汉语的理解机制和会话策略,帮助留学生提高汉语理解能力,进而提升汉语交际能力具有重要意义。 相似文献
10.
Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff. 相似文献