关于大学办学特色建设的理论思考

大学办学特色建设是大学建设的核心部分,它包括大学办学理念特色、大学办学定位特色、大学学科专业特色、大学校园文化特色、大学人才培养特色等方面的建设。大学办学特色建设关键是要遵循客观规律,科学制定大学办学特色发展战略;弘扬优良传统,继承和发扬大学优秀的办学理念;勇于开拓创新,发扬敢为天下先的教育创新精神;重视科学研究,增强服务社会的意识和能力。     

以协同创新引领高等学校转型发展的价值选择

本文基于大学的功能探究了以协同创新引领高等学校转型发展的价值选择问题.认为,大学无论是建设创新型国家和服务区域经济社会发展需要,还是以协同创新推动自身转型发展,都应以人才培养、科学研究、服务社会、文化传承创新为价值选择,都应把大学的人才培养是根本、科学研究是支撑、服务社会是目的、文化传承创新是使命的价值选择统一于大学的价值实现.     

美国研究型大学可持续发展策略探究

美国以培养研究生和科学研究创新为主要任务的研究型大学之所以能保持可持续发展,关键是它们能够采取诸多与时俱进的发展策略.美国研究型大学高度重视世界一流师资队伍建构,高度重视可优先发展创新学科建设,高度重视跨学科学术研究,高度重视科学研究质量监控,高度重视科学研究硬件设施投入,高度重视科学研究之社会价值等,不仅促使美国高等教育发生了质的变化,在一定程度上带动了国际高等教育的发展.而且渐次成为美国基础科学研究中心、应用科学研究中心、新科学开发研究中心与跨学科研究中心,在美国现代化强国建设中发挥了不可替代的作用.     

关于建设研究型大学的两点思考

随着21世纪的到来，一个新的经济时代正在向我们走来。如何建设国家知识和技术创新体系已经日益成为摆在我们面前的一项紧迫任务。而要建设一个强有力的充满活力的国家创新体系，必须要有若干强有力的能伴同科学发展的潮流而不断发展、长盛不衰的创新基地，也必须要有源源不断的富有创新活力的人才。对此，作为国家人才培养和科学研究中心的一批研究型大学，无疑承负着重要的使命。把建设一批研究型大学作为国家知识和技术创新体系的重要战略任务来抓，有一系列的工作要做，这里仅提出两点思考： 一、应推进大学教育和科学研究的一体化 知识…     

激励理论与高等学校创新型教师队伍的建设

所谓高校创新型教师,主要是教师教学的创新、科学研究的创新、科研成果转化的创新和为社会服务的创新等几个方面。由于大学自身具有其内在的惰性,我们要变革大学组织非常困难,同样,我们要求对大学教师作出变革,难度也可想而知。尤其是我国的大学现在正处于历史转型时期,大学教师创新能力不足并非一时半会就能改变。但即便如此,面对建设创新型国家的新形势,如何进一步激励高校教师的工作和创造积极性,使他们成为创新型的高校教师,这是一个需要探讨的问题。     

大学与国家创新系统

国家创新系统是由与知识创新和技术创新相关的组织机构和社会单元组成的网络系统。正确认识并充分发挥教学研究型大学在国家创新系统中的作用 ,无论对于国家创新系统的建设还是大学的发展都具有重要而深远的战略意义。一、大学成为知识创新的主体之一知识创新是指通过科学研究获得新的自然科学和技术科学知识的过程 ,其目的是追求新发现、探索新规律、创立新学说、创造新方法、积累新知识。知识创新是技术创新的基础 ,是新技术和新发明的源泉。知识创新的主体应当是国家科研机构和大学 ,这里的大学主要是教学研究型大学。迄今为止 ,足以影响…     

大学文化传承创新职能实现路径

文化传承创新是大学的四大职能之一,是全面提高高等教育质量的基本要求,也是大学的责任与使命。人才培养、科学研究、社会服务和文化传承创新四大职能之间相辅相成,相得益彰,共同支撑现代大学建设与发展。大学要在全方位育人,培养合格人才,加强自身文化建设,引领社会文化和加强对外文化交流与合作等方面实现其文化传承创新职能。     

对高校科研组织改革与创新的建议

当代大学主要有三项功能,即人才培养、科学研究、社会服务。从科学研究方面考察,大学的科学研究日益活跃,科研项目和科研经费数量也有较大幅度增加。与之相应的科研组织创新问题已成为提高大学科研成果质量,降低科研成本的重大研究课题。而科研组织创新与提高大学服务社会的能力以及人才培养质量的提高具有紧密相关性。大学科研组织创新目标是要形成符合现代社会发展需要、现代科研发展需要、现代大学发展需要的大学科研组织制度。目前我国高校科研组织机制中存在的主要问题如下:1.从国家宏观管理体制考察,我国现行的是科技与教育分立的管理…     

21世纪初西方学者对大学科研政策的审思——基于分类视角

大学科学研究已成为知识经济时代促进创新型国家建设的战略重点。总体上讲,21世纪初,西方学者对大学科研政策的探讨主要集中在科研使命政策、科研支持政策、科研管理政策和科研成果转化政策四类。藉此,我国高等教育界应加强相关科研政策研究,为创新驱动发展战略提供政策理论支撑。     

大学科学研究的性质、地位、作用之比较分析

现代大学的科学研究已经成为国家科学事业及其创新体系的主要组成部分,在科学技术进步中发挥着重要的作用。有关统计数据表明,基础性、理论性仍是大学科学研究的基本性质。作为教育机构,大学科学研究的主要作用首先仍然是培养人才,特别是培养从事科学研究的人才;大学在科学事业发展上的贡献,主要在于通过基础研究产生新认识、创造新理论、扩大新知识;大学通过应用与开发研究对技术的贡献,在现代社会的经济发展中发挥着越来越积极和明显的作用。     

The three Rs of action research methodology: reciprocity,reflexivity and reflection-on-reality

This article presents an exploration of the methodology of action research. It is a reflection on a study where an action research methodology used by the researcher to research and develop theory, became part of the model of professional development. In this way, the action research methodology permeated into the culture of the way people worked together. This article describes how a researcher can not only use action research methods to gather data on a development, but can also lead a group of action researchers towards a greater awareness of their own practice in their own institutions. A greater awareness of the bigger issues in education is also an outcome achieved by facilitating critical discussion on key issues. There can be action research for research purposes, action research for action purposes and action research communities that can lead to emancipatory practices in education. These are concurrent strands within action research communities.     

Action research and transformative learning in teaching development

The article reports on an action research project, informed by transformative learning theory. Transformative learning involves individuals gaining an awareness of their current habits of mind, and resulting points of views accompanied by a critique of their assumptions and premises, an assessment of alternative views, a decision to negate an old perspective or view in favour of a new one, or to make a synthesis of old and new, resulting in more justified beliefs to guide action. The action research was designed to change the perspectives and practices of higher education teachers from a teacher-centred to a learning-centred dialogic approach. The research demonstrated that a transformation in teaching perspective could be achieved through action research that involved inquiring and interactive teaching. However, implementing the new perspective required additional sustained support. The research also confirmed that action research is a viable means of exploring transformative learning in educational settings.     

网络编辑学宣言

学界对互联网媒介的研究相对滞后,特别是对那些与网络兴衰有关键作用的网络编辑及其实践活动,未能及时深入研究并形成系统理论。本文则通过确定网络信息、网络媒介、网络编辑及其业务为研究对象,将行为科学、传播学、编辑学和辩证唯物论等四大理论作为研究方法,建立起网络编辑学的学科框架,在网络媒介研究方面开辟一个新的领域。     

普庵信仰研究述論

普庵信仰分布于南方多省,是一种跨越海峡两岸的佛道合一的民间宗教信仰.学术界对普庵信仰的研究兴起于二十世纪末,于本世纪初形成一个由海峡两岸从事民间宗教研究人员组合而成的小团队.各地研究成员对普庵信仰分布各地的状况进行了宗教人类学的研究,收集了大量的信仰资料,也发表了一系列学术论文,为普庵信仰的综合研究奠定了基础.然而,普庵信仰研究依然存在着不少的问题,如研究力度小,宗教界关注度不够,研究视野狭窄,研究方法固化等.普庵信仰研究要取得更大的突破,需要很好解决现有研究成果中所存在的上述问题.     

教育研究之生命意识探寻

教育研究之生命意识,是对教育研究存在自身的思寻,是对教育研究自身作为一项有生命活动的思寻。教育研究之生命意识为教育研究者自身生命之意识,是教育研究者之个性的自我意识;教育研究之生命意识在于以整个生命的方式进行教育研究,要求以对生命的敏感性和理性关切来进行教育研究,让感官和人心都活跃起来;教育研究之生命意识表现为对生命和教育研究的一种精神担当,是对生命和教育的不断追问和困惑,而非给生命和教育提供技术方案,在于对教育和生命之赤子情怀和真性情;教育研究之生命意识蕴含于对生命和教育的宽恕,在于对教育研究的一种多元追求和关注。     

澳大利亚科研经费管理和促进研究产业化对我国高校的启示——以澳大利亚国立大学为例

科学管理并合理使用科研经费以及科研成果产业化是高校面临的重要课题。澳大利亚促进科研投入的立法和措施完备,科研管理及绩效评估成熟;澳大利亚国立大学是世界一流的研究型大学,科研管理工作严谨有序,科研成果产业化有效开展。我国高校对其进行借鉴,通过完善制度体系、开展从业教育、健全机构设置等,加强对科研经费的管理并促进科研成果产业化。     

DEVELOPING RESEARCH QUESTIONS THROUGH GRANT PROPOSAL DEVELOPMENT

Developing good research ideas is both a science and an art. Teaching students how to select and then conceptualize the research idea requires both tools and practice. This paper discusses the identification of an appropriate research question and the refinement of it into a working research plan in the format of a grant proposal. The author has used the development of a grant proposal to demonstrate the linkages between theoretical models of aging policy and aging policy research in a master's level Aging and Public Policy Course. In this course students choose, develop, and refine a research statement in response to a request for proposal from an independent foundation. The theoretical knowledge cycle is used to discuss how these students learn over time to refine and reformulate their ideas into workable research questions. Students report that writing for a real funding entity allows them to develop both proficiency with the construction of a research question and research plan and develop expertise with aging policy.     

Theoretical Foundations of Phenomenography

In this article the concepts of research tradition, research programme, research tool and research orientation are used to clarify the character of phenomenography. Phenomenography is said to be fundamentally a research orientation and to be characterised by the delimitation of an aim in relation to a kind of object. The aim is to describe and the kind of object is a conception. Phenomenographic research also has common characteristics of method of a general kind related to the orientation and these are called a research approach. The orientation and approach together are said to represent a research specialisation. The historical roots and the ontological, epistemological and methodological assumptions of this research specialisation are described and summarised. Lastly, phenomenography is described as a reaction against and an alternative to dominant positivistic, behaviouristic and quantitative research and as making its own ontological, epistemological and methodological assumptions with inspiration from, and similarities to, several older and concomitant traditions, without agreeing entirely with any of those.     

Differentiating undergraduate research

The work of undergraduates has been generally perceived in terms of coursework rather than research; research, rather, has been considered the domain of postgraduates and academics. This study collected data from interviews with 80 undergraduates at an Australian research university. The results suggest that undergraduates perceive research along a spectrum, from developmental – where research is framed by an intellectual hierarchy from undergraduate to postgraduate to academic – to discrete perceptions of research, which frame research as non-hierarchical. These two frames – the developmental and the discrete – have implications for universities choosing to mainstream undergraduate research (UR) opportunities.     

Research engagement and educational decentralisation: problematising primary school English teachers’ research experiences in China

Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development.