试论自主创新与风险投资

自主创新发展高科技已成为我国调整产业结构和转变经济增长方式的一个中心环节,打造自主创新的风险投资机制,建立以企业为主体、市场为导向、政府资助和社会闲置资本为主体的风险投资体系,是实现我国自主创新、“十一五”规划的重要手段。风险投资在发达国家已取得了辉煌的成就,在我国尚处于开发阶段,完善我国的资本市场,形成风险投资的退出机制将是风险投资成败的关键。     

教师专业自主发展:内涵、意义及内在路径

教师的专业自主发展是指教师具有自我发展的意识和能力,包括主体意识、发展意识、创新意识和能力,能够主动地自觉地承担专业发展的主要责任,通过不断地学习、实践、反思、批判、创新,提升自己的教育教学能力,从而实现发展的多元性、差异性和创造性。它的意义在于:促进教师生活的主动性和创造性;促进学生自主学习和成长;提升教师的幸福感。实现教师的专业自主发展的内在路径是:提升教育专业精神;在自我反思和研究中成长;在合作、互动中成长;终身学习:教师的阅读。     

Psychological needs satisfaction,motivational regulations and physical activity intention among elementary school students

This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3–6 voluntarily completed the three measures. This study indicated that satisfaction of three basic psychological needs powerfully enhanced self-determined motivation, moderately contributed to introjected regulation and negatively impacted external regulation and amotivation among elementary school students. Having fun, gaining specific benefits and making social connections with their friends all positively influenced elementary school students’ physical activity intentions outside of school.     

Students’ Needs,Teachers’ Support,and Motivation for Doing Homework: A Cross-Sectional Study

Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs.     

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation

Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.     

The Relationships Between Perceived Teaching Behaviors and Motivation in Physical Education: A One-Year Longitudinal Study

This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and positive feedback and that prior situation consideration, social support, and teaching behavior were related to a higher level of subsequent autonomous motivation and a lower level of controlled motivation; however, prior autonomous motivation was related to a higher level of subsequent positive nonverbal feedback. Results suggest that differences in the direction of relationships between various dimensions of perceived teaching behaviors and students' motivation in physical education are due to differences in the nature of the teacher-student interaction behind each teaching behavior.     

中医院校大学生自主创业认知水平调查研究——以天津中医药大学为例

以天津中医药大学的在校学生为研究对象,通过问卷调查和个别深入访谈相结合的形式,探索中医院校学生的自主创业认知水平,揭示中医院校学生创业方面存在的若干问题,在此基础上给出相关的对策建议。     

The peer mentor experience in a physical activity intervention for mental health

Despite the effectiveness of peer-led health programs, few studies have been focused on the experiences of the peer mentors involved in such programs. The purpose of the current study was to explore the experiences of peer mentors involved in a peer-led physical activity program for students with mental health concerns, namely anxiety and depression. Participants were eight former peer mentors from a mid-size university who completed interviews regarding their motivation for serving as a peer mentor and the ways in which the program influenced them both during and after the program ended. Findings from an integrative analysis demonstrated that the mentors grew personally, professionally, and interpersonally from their participation. Further, mentors’ experiences could be explained by the self-determination theory.