学习、知识能量、核心能力如何提升绩效——华南地区企业的实证研究

探讨学习、知识能量及核心能力如何提升组织的绩效,并以华南地区的157家企业为对象进行实证研究.结果表明,以学习为导向的组织必须通过知识能量的积累才能促进核心能力的提升并最终提高组织的绩效;知识能量的积累并不能直接带来组织绩效的改善,而需通过核心能力的提升才能对组织绩效产生间接的正向影响.     

Listening and reflecting: an introduction to the special issue

The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections between listening and reflecting in educational contexts.

Operant responding by bonnet macaques for color videotape recordings of social stimuli

Socially reared juvenile bonnet macaques responded at high sustained levels in an operant task for presentation of color videotaped television images of social stimuli. Absolute levels of response depended upon the nature of the stimulus. In two experiments, subjects responded at 60.8% and 74.6% of the 1-h experimental sessions for presentation of a color videotape of a conspecific adult female moving freely in an enclosed stimulus chamber. In a later experiment, subjects maintained high levels of response during 15-min sessions for presentations of the conspecific image, but responded with significantly shorter duration responses for similar presentation of a videotape of an adult female of another macaque species, a still picture of a conspecific adult female, and a videotape of the empty stimulus chamber. With longer, 1-h, stimulus presentation, the three social stimuli sustained high levels of response while responses for presentation of the empty stimulus chamber waned significantly over the experimental session. The sustained high levels of response obtained over several hours of stimulus presentation suggest the value of color videotape stimuli in the experimental study of social perception in nonhuman primates.     

基于双螺旋知识结构的知识转移模型探究

信息时代的知识呈现出爆炸式的增长,与知识活动相关的研究开始备受人们的关注,人们期望通过对知识活动的研究,能更有效地使用知识、创造价值。对知识转移活动进行探究,在分析相关概念、经典理论的基础上,提出知识转移活动的理论模型,即基于双螺旋知识结构的知识转移模型,分析模型中知识转移过程中的内部转移过程和外部转移过程及其作用机制,并以斯德哥尔摩症候群为例,从知识转移的角度,利用该模型分析其显隐性知识的转移过程。     

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.     

移动互联网络时代大学生国防教育的现状调查及创新研究

由于高校国防教育的传统形式和内容逐步失效,在移动互联网络时代,大学生的国防教育需要不断创新,才能提高高校国防教育的实效。