Innovation in regions: What does really matter?

The literature on systems of innovation conceptualises innovation as an evolutionary and social process of collective learning. But three main questions remain open: is this learning process rather internal or external? What are the boundaries of this process? Is this social process voluntary or rather unintended? This paper strives to tackle those questions by analysing the determinants of regional innovative levels in French manufacturing industries. By estimating a knowledge production function we find that building external interactions is of greater importance than developing internal innovative competences. Second, unintended knowledge flows have less influence on regional innovative performance than deliberate ones. Lastly, the French innovation system looks regional rather than sectoral.     

中国科技大学98级研究生(硕、博)体质测试与结果分析

从中国科大98级研究生的体质测试中得知,总体情况较好,合格率占88．24％。女研究生的合格率较高,为100％。但肺活量、台阶试验、10米×4往返跑、握力、纵跳等指标得分较低。特别研究生的呼吸系统机能和心功能水平指标得分较低,应引起高度重视。测试结果表明,研究生的体质状况不容忽视,高校研究生的体育教育工作急待加强。     

素质教育与学校体育改革

本文探索和研究学校体育如何按素质教育要求,加快改革步伐,开创全面发展的新局面,从而完成素质教学赋予的光荣而艰巨的使命。     

High-stakes examination policies and transformation of the Turkish education system

This article discusses the rapid changes that have taken place in high-stakes examination policy in Turkey by situating the policy change in the larger debate around the transformation of the education system. A large body of literature has discussed ways in which policy changes in national examinations have interacted with the neoliberal and raced structures in education, thus contributing to the creation and reproduction of educational inequalities. This article contributes to this body of literature by discussing how changes in high-stakes examination systems have interacted with the neoliberal Islamization of education in Turkey and have contributed to the creation of new forms of inequalities. The article also demonstrates how the characteristics of policy change to high-stakes examinations can differ depending on the hegemonic power relations at play.     

“内外共融”武术教学理念的探讨

武术作为具有中国特色的民族传统体育运动,俨已成为当今学校体育的重要部分。而当今武术教学的诸多现象却表明：如何采取行之有效的措施帮助学生在获得技能、强身健体的同时感受并汲取武术内在的文化,进而形成良好的人文素养早已成为我们亟待解决的问题。基于此背景,本文提出＂内外共融＂的武术教学理念,通过对其特有功能和价值的分析及对该理念的深入阐述,以求改善武术教学现状,实现学生真正意义上的内外兼修。     

Unravelling the drivers of technological innovations in the Czech Republic: Do international technological linkages matter?

This study aims to investigate the main factors driving technological innovation within firms in the manufacturing and service sectors of the Czech Republic. We apply a binary logistic regression model to cross-sectional data from 502 firms, obtained from the World Bank Enterprise Survey. The results of our empirical investigation show that certain elements of the business environment, such as the tax rate, serve as significant obstacles to firms’ product innovations. The results also confirm that international technological linkages—measured by international quality certificates and foreign technology licenses—affect technological innovations. Moreover, we found that internal R&D activities positively impact technological innovation across all sectors; contrarily, we found that process innovation in the manufacturing sector is positively influenced by foreign technology licenses and business association membership. Process innovations in the service sector are positively correlated with external R&D and financing from banking institutions. Finally, business association membership does not positively influence technological innovation in the service sector. Our findings have salient implications for firm managers, policymakers, and scholars aiming to explore and improve innovation outcomes in transitional economies.     

考试立法——依法治教之本

随着一年一度高考的到来,为保证高考的顺利进行,教育部以及各地方政府的教育主管部门再次出台了各项政策。这些政策一般都措词严厉,规定缜密。但是仔细研究,各种政策都不尽相同,甚至相互冲突。因此,我们有必要重新审视我国目前的考试环节,完善考试机制,使《国家考试法》早日出台。     

高教自学考试三十年制度及法规的变革研究

高等教育自学考试,是一种以个人自学、社会助学和国家考试相结合的新型高等教育和学历考试制度,是我国高等教育和成人教育的重要组成部分。本文通过高等教育自学考试三十年制度及法规的变革,梳理内在发展脉络,总结经验,探究未来发展方向及趋势。     

Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.     

Comprehension of relations among controversial texts: effects of external strategy use

This study examined the effects of external strategy use on the comprehension of relations among controversial texts. About 80 undergraduates read six controversial texts for the purpose of either finding intertextual relations or forming their opinion about the controversial issue. Half of them were permitted to use external strategies, the other half were not. Results indicated that only when given a purpose of relation-finding did external strategy users perform better than non-users in the comprehension of intertextual relations. Readers with a purpose of relation-finding also outperformed readers with a purpose of opinion-forming when permitted to use external strategies. The use of external strategies had no influence on the recall of intratextual arguments, regardless of reading purpose. These results were discussed in terms of readers’ use of external strategies to serve their reading purposes.