基于学科的信息素质评价标准研究

考虑到不同学科的差异性以及评估的可操作性,基于学科的信息素质评价标准研究逐渐成为关注的热点。本文简要概述了制定学科信息素质评价标准的必要性,介绍了国外分学科的信息素质评价标准的研究进展及主要特点,提出我国应成立专门机构全面指导和规划我国信息素质评价标准的制定,应与各专业学会/协会或教育部专业学科指导委员会合作,在统一的通用信息素质评价标准基础上建立学科信息素质评价标准,并将其与大学生的培养目标相结合。     

馆藏比照评估的量化指标及其应用分析

类比测量误差理论,提出文献信息资源评估体系的绝对馆藏冗余、馆藏保障率、馆藏冗余率等三个量化指标,借以指导可持续发展馆藏的评估工作。作为一个应用实践,根据Ul-rich期刊分类标准,比照分析同济大学图书馆馆藏纸本和电子英文期刊品种数量的规模、相对占有份额和可持续发展空间等以上指标的整体分布规律。结果表明,同济馆藏外文期刊品种数量的总体走向趋于一指数分布,且可以划分为明显的分类区间,基本符合学校学科设置和发展规划,在保障传统特色和基础研究领域的前提下,照顾一些新兴边缘学科的馆藏建设。     

中国档案学的科学精神

科学精神是科学家为实现科学活动的目标而应遵循的价值规范体系.中国档案学研究需要科学精神.然而,中国档案学思想先天"发育不良",中国档案学研究后天"营养过剩",需要从研究方法、研究态度、研究兴趣、研究领域等层面予以改造.     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.     

中英义务教育理科课程学生学习评价的比较研究

本文分析了英国义务教育理科课程评价体系的发展，在此基础上，从评价体系的整体结构、内容设计和内容构成三个方面与我国义务教育理科课程评价体系进行了比较。结果发现我国的评价体系在内容构成上有较大优势，而英国评价体系的整体结构很值得借鉴。     

关于提高我国公共行政管理绩效评估途径的思考

政府行政管理在社会中发挥着重要的作用，而我国现实中政府行政管理的绩效却存在严重的问题，应根据我国实际，探索提高政府行政管理绩效以及进行政府行政管理绩效评估的途径。     

我国教育评价存在的问题

20世纪以来,科学技术已占据了优先发展的地位,但同时也给教育评价的发展带来了许多问题。对我国教育评价存在问题的论述,目的在于对我国教育评价工作有所帮助。     

预研项目合同评审技术研究

本文从国内外技术概况、需求分析与方案优化、承担单位实力等项目合同背景情况出发，分析了时间、方向、关键、经费、定量、标准等合同基本因素，阐述了成果的基本属性，确定了合同评审的基本原则，并制定了合同评审的组织程序     

“浙江模式”独立学院的优势、困境与出路

浙江省是我国独立学院创办的先发地。独立学院“浙江模式”对我国独立学院办学影响较大。这一办学模式较好地坚持了独立学院办学公益性原则,办学质量有保证,办学规模扩张速度快,对母体高校的回报大,是当前我国独立学院主要的一种办学模式。但面对独立学院在新时期的发展,这一办学模式也同样暴露出办学条件不足、办学投入不足、办学体制不顺、办学特色缺乏、产权过户困难、发展空间堪忧、独立依附两难的问题,亟待寻找新的出路,促进其健康可持续发展。     

因子分析与教学评价指标的确定

本文运用因子分析的方法,将某高校采用的11个教学评价指标要素转换为4个,并用简洁规范的语言描述归并后的主因素,确定了评价指标的主要素.