“人才培养工作水平”评估的几点体会

省教育厅对我院的人才工作评估已经结束 ,此次评估对我院的改革和发展具有深远的影响 ,我院将以这次评估为新的起点 ,按照专家们提出的意见和建议 ,切实抓好我院下一步的教学改革工作。     

Changing professional views of continuing professional development doctorates in educational psychology

Continuing professional development (CPD) doctorate programmes may not be the only learning and development opportunities which universities and other organisations can provide for educational psychology practitioners (EPs). However, as Morris and Brightman pointed out in 2006 Morris, S. and Brightman, C. 2006. In what ways can universities make a relevant contribution to the provision of relevant continuing professional development (CPD) activities for EPs?. CPD Link, 28: 3–24.  [Google Scholar], they are likely to continue as important sources for professional development for some years to come. Such programmes serve the purposes of providing continuing professional development for individuals, conferring higher status on the professional group and, for some, developing specialist skills and knowledge. This paper reports on two studies carried out nearly a decade apart. The first involved the collation of data from eight focus groups in London and the Home Counties who discussed the costs and benefits of setting up part‐time doctoral programmes for experienced practitioners in 1998, as discussed by Cameron in 1999 Cameron, R.J. 1999. “Continuing professional development in educational psychology: Practitioners’ views on a new part‐time doctoral programme at UCL”. (Unpublished internal report: available from the author on request.) [Google Scholar], and the other was a small‐scale follow‐up survey in 2007 using a questionnaire which was based on the issues arising from the earlier focus group discussions and which was designed to explore consistent, changed and evolving views and opinions of practitioner EPs towards this extended form of EP professional training. While both studies uncovered evidence of the research–practice divide which has been a feature of EP practice for many decades, it was clear from the 2007 survey that much of the ambivalence of practitioners to the “academic dimension” of training, present in the first investigation, had dissipated and that national doctorate programmes for experienced practitioners had become a familiar feature of the educational and child psychology landscape. Some theory/research versus practice tensions still remain, however, and these, together with their likely implications for current and future developments in the profession, are also considered. Finally, some key issues arising from both the 1998 and the 2007 studies are used to illuminate the potential role of CPD doctorates in enabling EPs to address future challenges in the practice context.     

大学校园无纸化办公网络安全策略模型研究

本文在研究当前大学校园无纸化办公网络安全模型的基础上，分析了大学校园无纸化办公网络的安全需求，基于信息安全和信息保障的思想，提出了大学校园无纸化办公网络安全策略模型。基于这一模型构建的大学校园无纸化办公网络系统，具有更好的安全性和健壮性。     

高校图书馆地方文化特色数据库建设的实践——以肇庆学院端砚资源数据库为例

以肇庆学院端砚资源数据库为例,介绍了地方文化特色数据库建设实践与注意的问题.     

从国际会议看当前数字图书馆的研究热点

计算机和互联网技术的日新月异推动了数字图书馆的建设和发展。本文首先介绍了数字图书馆发展过程中采用的各种技术思路,然后根据近几年的国际会议和期刊论文分析了当前数字图书馆界的研究热点,同时对相关的原型系统和技术思路进行了介绍。最后从对热点技术的研究和总结中展望了未来数字图书馆的发展趋势。     

《文心雕龙》自然修辞观探析

<文心雕龙>展现出一种由"天地"而"人文"的具有浓厚"自然"特性的认知模式,其基本思想是人文取法自然:用自然法则比照人文现象,用自然的道理阐释修辞原理,用自然规律指导语言运用.我们把<文心雕龙>的这种思想特征概括为"自然修辞观",这是一种着眼于借"人"以外的"超人"因素来解释修辞现象的思想观念.这种"天地人文"式的观念是有历史传承的,在我们的初期文化里大量存在.就当下来看,"自然修辞观"成为广义修辞学思想源头之一.     

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.