认知心理学视野中的认知负荷理论

认知负荷是为完成某项任务而在工作记忆上所进行的心智活动所需的全部心智能量。本文在阐述内在认知负荷、外在认知负荷和有效认知负荷等三类认知负荷性质的基础上,从认知心理学角度对认知负荷理论进行全面阐释,着重论述了工作记忆、图式、专家与新手在问题解决中的差异对认知负荷理论发展的贡献。     

中国共产党危机治理能力的成熟与发展历程

政党危机作为世界性的现象,是一切政党必须高度重视的问题。对于长期执政的政党而言,这种危机更为严峻。中国共产党经历了从革命党向执政党的过渡,从传统型政党向现代型政党的转变,它经历着＂经济危机＂、＂政治危机＂和＂民族危机＂,这些危机的存在注定了中国共产党起步之旅的曲折与艰辛。因此,中国共产党要在实践和理论上逐步走出幼稚的困境,须不断加强党的危机治理能力建设,不断深化马克思主义中国化理论成果。     

高校与企业战略合作方式的新思路

校企科研合作,是地方高校发展的重要路径之一,要实现有效地合作并非易事.就地方本科院校如何做好科研工作、提升教师科研能力和科研生产力等方面进行了探索与实践.     

“问题式教学法”与“中国近现代史纲要”教学改革创新

在“中国近现代史纲要”课程教学中实施“问题式教学法”,可以紧扣教材体系,在教学中建立多层次的“问题”体系,逐一进行问题解析式教学.将统一的教材内容转化为生动的教学内容,使教学内容紧密与“问题”体系相结合.提高学生的学习兴趣,培养学生的“问题意识”和创新能力,促进“纲要”教学中的师生互动,增强思想政治理论课的实效性和感染力,从而实现“中国近现代史纲要”对大学生进行以史为鉴思想政治教育的功能.     

The school cluster system as an innovation: Perceptions of Zimbabwean teachers and school heads

Abstract

School clusters, that is, the grouping of schools within the same geographical location, for economic, pedagogic, administrative and political purposes (Bray, 1987), have arisen as one possible solution to developing countries’ battles to achieve both quantitative and qualitative advances in their education systems within the framework of financial austerity. However, there remain questions regarding how those tasked to implement this innovation perceive it. Through a multi-site case study of five schools using a questionnaire and interviews with teachers and school heads, findings suggest that both macro and micro problems prevented the cluster from achieving its capacity building goals. Key threats included the nature of the cluster model adopted, the centralisation tendency of the education system, the dual ownership of schools, resistance to change and the under-utilisation of resources.     

Capacity for (quality) instruction: a framework for understanding the use of resources to promote teaching and learning in schools

Abstract

The inception of no-fee schools and a school-fee exemption policy has become a contentious issue but also an exciting one for school managers in South Africa. Managers opposed to the policy have cited amongst others things, academic standards dropping, as well as parents who can afford to pay jumping on the bandwagon and refusing to pay. While the advocates for no-fee schools argue that it is not only a moral obligation for the authorities to ensure that every child is able to get basic education, it is also a basic human right. Notwithstanding these contrasting views, an overwhelming majority (62%) of the purposively sampled principals of public schools in the Free State Province expressed relief and agreement with this decision to declare poor school nofee schools. This article, therefore, intends to explore not only the background to the policy but also the possible impact of this decision on overall school performance as perceived by the school principals.     

抗争与彷徨:高职教育层次命题的时代境遇

高职围绕层次的抗争,遵循知识观、人才观、教育变革逻辑,抗争隐喻着对身份认同、制度认同、秩序生成的深度思考。目前争论主要表现在价值取向、模式选择两方面。价值取向上,存在对学历主义、过度教育、能力主义的误读;模式选择上,单轨制、二元制皆不是问题的根本,独立体系并不是必然分类诉求,而是一种话语策略。后续改革应谨防改革主题(职教体系完善、学生发展)被置换为院校定位。     

Towards a Methodology for Teacher‐Based Classroom Research

Educational research and evaluation for the purpose of improving practice is becoming increasingly common. The teacher‐researcher movement, LEA sponsored self‐evaluation schemes, for example, both involve teachers in reviewing their own practice or the practices of the school as an organization, with the express purpose of utilizing the review data for professional or school improvement. Unfortunately, the methodology for research and evaluation in schools is problematic; one reason for this is the difficulty in deriving valid inferences from data that are often qualitative in kind and subjective in manner. Although there is a body of literature that describes ways of collecting data on the functioning of schools and classrooms, there is little guidance as to how to analyse it. This presents particular difficulties for the teacher or school staff who, for example, are trying to make sense out of a mass of data accumulated from a self‐evaluation exercise. The following paper is an attempt to provide support for teachers and schools in such a predicament: it suggests a method for analysing qualitative data emerging from school‐based research efforts that draws on the traditions of sociological and anthropological field work.     

Role of Brokerage in Evolving Innovation Systems: A Case of the Fodder Innovation Project in Nigeria

Abstract

This paper looks at brokerage functions in a project on building innovation capacity through improved networking. Innovation capacity influences how actors respond to changes in their environments. In such dynamic environments well connected sets of actors are at an advantage in that they can combine skills to address the emerging opportunities and challenges. However, policy and cultural barriers especially in African innovation systems raise the transaction costs of networking leading to weak connectivity among actors thus poor innovation capacity. This paper uses case studies from West Africa to illustrate that actors that play brokerage functions are critical in navigating around or dismantling the barriers and thus enhance innovation capacity. This paper assumes that innovation capacity rather than innovations per se is lacking in African agriculture. The paper is a product of an action research based study of Key Partner Organizations and the coalitions of stakeholders they formed around fodder innovation themes in Nigeria. We show that brokerage negotiates innovation barriers and improve networking. The paper concludes that brokerage roles are context-specific; policies that facilitate eclectic brokerage functions are critical. This paper is shedding light on the broadened scope for actors playing boundary roles, e.g. extension organizations under more relaxed organizational and policy contexts. There are few studies on brokerage and boundary work particularly in African agriculture. This study is a grounded discussion on the brokering functions in African rural development. It uses data from similar programmes to qualify observations and conclusions from the Fodder Innovation Project (FIP) case study.     

制约我国科技创新能力提升诸要素的方法论研究

从宏观角度论证制约我国科技创新能力提升诸因素的研究是目前对于该问题探讨的主要方法。我们认为,除已有的宏观研究之外还需要微观的、经验的人类学研究来进行补充完善,然而对于该问题的经验研究究竟应该如何进行,以何种方式进行,国内目前并没有可参考的先例。沙伦·特拉维克、布鲁诺·拉图尔的相关研究成果对创新问题的微观研究具有方法论的启示价值。