论科技传播

科技传播对科学发展和社会进步都有很重要的作用。本试探讨如何建立灵活有效的科技传播机制，以及科技传播应坚持哪些基本思路。     

我国大学教育中的科技传播专业设计模式

本文在阐述科技传播专业在“科教兴国”战略中的地位以及人才结构与教育现状的基础上,提出了科技传播专业的设置模式     

论科技传播

科技传播对科学发展和社会进步都有很重要的作用。本文试探讨如何建立灵活有效的科技传播机制,以及科技传播应坚持哪些基本思路。     

生态科技创新能力建设在工程管理中的应用分析

在本文主要从提高科技创新能力出发,阐述了生态文明建设与工程管理的现状,并对企业科技创新的生态化趋向和工程管理的生态维度以及生态科技创新能力的影响因素进行了分析,进而提出提高企业生态科技创新能力的有效途径.     

新媒介广告与科技传播

新媒介广告的诞生、发展使广告与科技传播之间的关系发生了并且仍在发生深刻的改变,主要表现在进一步促进全社会范围的科技信息流通,增强受众对科技信息的理解和接受;同时,传播主体“去中心化”也导致利弊相生。     

全媒体传播生态下时政新闻节目传播语态创新

时政新闻节目传播语态指的是时政新闻报道的话语方式,即采用何种语气、态度、情感报道新闻.从本质上说,新闻语态是媒体新闻理念、价值判断和传受关系的综合反映.在媒介融合大环境下,时政新闻节目应借鉴吸收各种媒介传播的优势,着力在提升优化传播价值、传播语态以及创新呈现方式上下功夫.     

生态翻译学与中国生态电影的对外传播

随着现代社会工业与科技的迅猛发展,人类社会获得前所未有的发展,但一系列生态环境问题相继出现,由此带来的诸多社会问题,使生态学研究不再囿于自然科学领域,开始了"人文转向"。一些新的思潮与学科随之兴起,其中,生态翻译学是一种从生态取向,对翻译进行综观的跨学科研究。它的研究主要包括生态翻译研究范式、翻译的生态环境、生态翻译的三维度及"翻译即选择与适应"的概念等。二十一世纪,生态电影在全球电影领域逐渐成为流行热点,获得越来越多的关注。同期,一些优秀的中国生态电影被创作出来,但在世界舞台未能嘹亮发声。如何将生态翻译学与中国生态电影的对外传播联系起来,是本文探讨的重点。     

纳米科技信息校园传播探微

纳米科学技术与纳米材料是一门新兴的学科和新兴的领域，在21世纪中，对人类社会的发展和进步将起着十分重要的作用。本文从科教兴国的战略出发，论述了校园传播的重要性，传播的重点知识信息和方法。     

高校中的科技政策传播

高校作为科技工作主要承担者和国家科技政策的重要践行者以及在培养科技人才上的基础和先导作用,使得高校师生对科技政策的了解和熟悉对科技政策的贯彻落实具有深远影响,故而高校的科技政策传播显得十分重要。但由于过去计划经济模式的惯性作用,政府和高校科技研发人员在建立市场经济体制过程中对自身角色的转换都不是十分到位,因而存在着科技人员对科技政策了解不及时、掌握不透彻的问题,导致研发工作跟不上政策要求或不能顺利进入政策轨道,进而得不到政策的扶持。故必须加强高校科技政策传播工作,大力开展我国科技政策价值取向的宣传,努力开创科技政策信息服务和咨询,积极搞好科技政策的研究。     

西部生态文学中生态意识的传播

当下,人们逐渐意识到生态环境对于我们生存处境的影响和重要性,但是,也还远远没有完全认识到西部生态与西部经济、社会的直接关系。因此生态思想的传播就显得尤为必要,而文学则成为传播生态思想意识的有效手段。因而西部生态文学中生态意识的传播就更具价值,并且急需通过更合理有效的方式传播生态思想,使生态意识逐渐深入人心,从而有利于推动西部生态的保护和恢复。     

Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.     

Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.     

教育管理学基本范畴论

独立形态的管理、教育管理和教育管理学等学科基本范畴,是现代社会的造物.管理,在汉语里,意指依据某种法则对一定的组织或事情进行管辖和治理以协调各方面的关系进而达到某种目的的行为;在英语里,则既指具体的经营管理活动,又指一般的公共事务活动.教育管理,在汉语里,既指宏观的教育行政活动,又指微观的校务管理活动;在英语里,则主要指对学校教育活动进行具体的经营和对教育的组织领导.教育管理学,在美英等国,其研究已走向实证主义和后实证主义多元并置和多元融合的发展之路;在中国,则还处于经验科学的发展阶段.     

Teaching communication in general science degrees: highly valued but missing the mark

Abstract

Effective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch.     

Early career science teacher experiences of social bonds and emotion management

High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of emotion management and social bonds in science education research. This study presents a methodology for studying emotion management and social bonds, delivering novel outcomes that elucidate how these two phenomena are interrelated. Video recordings of classroom interactions and reflective accounts in an early-career science teacher's ninth grade class were analyzed through a combination of ethnomethodology and interpretive techniques. Situated actions that constitute emotion management at the classroom level impacted the status of bonds between the teacher and one of his students, ultimately leading to a breakdown in their relationship. Results of the study detail how social actions of numerous students and the teacher led to the co-construction of emotion management and how this impacted social bonds. Theoretical and practical insights about the co-constructed nature of emotion management and social bonds present novel perspectives that can help to avoid pathologizing the actions of individual students and teachers for sustaining positive social bonds. Implications for science teaching and teacher education are offered. Study outcomes extend previous perspectives on emotion management in science education, which treat emotion management as an individual cognitive phenomenon.     

构建我国科学的教育行政学体系之初探

本文通过比较分析国内外教育行政学体系，探讨了我国教育行政、教育行政学及其研究对象的基本理论问题。并在此基础上尝试构建了符合我国特色的教育行政学体系。     

Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management

The purpose of this study was to explore Turkish preservice science teachers’ science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results revealed that participants were interventionist on the instructional management dimension, whereas they favored non-interventionist style on the people management dimension of the ABCC inventory.     

高校管理学专业实践教学的改革与对策

作为培养复合型和应用型人才的重要途径,管理学实践教学的研究日益受到关注。本文通过对国内外管理学专业实践教学现状的研究,分析我国实践教学中存在的问题,并提出了改革的思路。