数字人文视域下的南海更路簿综合研究

针对南海更路簿当前研究存在的问题,基于地理学、航海学、计算机应用等多学科交叉融合提出南海更路簿综合研究思路与方法,对大量存疑问题进行理论与实证研究,论证得出更加令人信服的新解,考证部分更路簿抄本不实的问题,为南海更路簿的综合研究提供全新的数字人文视角。     

知识组织与术语编纂的同构研究

为系统了解知识组织理论,并分析其用于术语编纂理论和实践的可行性及适用性,文章借鉴同构这一思维工具,分析知识组织和术语编纂的同构性。首先,通过学科、方法、内涵和理论四个定位共时分析二者的相似性,即静态同构;其次,以知识组织基本理论——图书分类理论以及分面分析法为主线,揭示历时视角下二者的共有演变范式和理论交叉,即动态同构。静态同构除呈现出二者各类相似的研究对象,还呈现出根本差异,即最小研究对象,相似及差异决定跨学科理论运用的适用性;动态同构则以分面分析在术语编纂领域的运用实例揭示出适用范围。     

The Historical Ideal-Type as a Heuristic Device for Academic Storytelling by Sport Scholars

The goal of this research endeavor is to take the previous calls of sport scholars to expand into alternative research approaches (e.g., history, case study, law reviews, philosophy, etc.) and to show how storytelling can be an effective tool through the use of a heuristic device. The present analysis attempts to focus on the usage of the historical ideal-type as a heuristic device for academic storytelling so that scholars within sport studies can possibly become more comfortable in other methodological approaches. To support this goal, an example of a sport-focused historical ideal-type is reviewed along with an ideal-type activity practiced in other disciplines. Finally, the contribution and employment of academic storytelling and historical ideal-types will be promoted as an important tactic to enhance the impact of a scholar’s academic findings and overall writing potential.     

刍议跨学科研究界定

由于文化背景的不同,在对于什么是跨学科研究问题上中外学者间的差异很大,本文在阐释国内外学者对跨学科研究问题认识基础上,针对国内目前认识上的误区,对跨学科研究提出了“我见”,并在调查分析的基础上,对我国目前自然科学体系内部跨学科研究活动进行了分类。     

让计算思维为智能时代的教育赋能--ISTE《计算思维能力标准(教育者)》解读及启示

国际教育技术学会(ISTE)于2018年发布了《计算思维能力标准(教育者)》,这是国际范围内首个以计算思维命名的标准文本,对指引智能时代的计算思维教学具有里程碑意义。《计算思维能力标准(教育者)》旨在为智能时代的教学变革提供路线图,分别从智能时代计算思维教育者的五种身份——计算思维学习者、教育公平的领导者、围绕计算的协作者、创新者与设计者、计算思维与课堂教学融合的促进者入手,围绕计算思维、公平的领导者、围绕计算的协作、创新与设计及融合计算思维,界定了教育者应具备的计算思维能力。该《标准》的启示在于:就教师专业发展而言,要明确计算思维教育者的多重身份,履行相应职能;构建教育者计算思维能力发展框架——CTPACK,在学科教学中有效落实计算思维;以计算思维为牵引,带动数据素养与人工智能素养的共同提升。就学科建设而言,在信息技术学科中有效落实计算思维,促进计算思维与学科教学的深度融合,加深跨学科活动设计,从而推进学科间的协同发展。     

Interdisciplinary Health Care Teamwork in the Clinic Backstage

A long-term ethnography of an interdisciplinary geriatric oncology team at a regional cancer center revealed the existence and importance of backstage communication that occurred outside of team meetings to the enactment of teamwork. Seven inductively derived categories describe the communication involved in backstage teamwork in the clinic: informal impression and information sharing; checking clinic progress; relationship building; space management; training students; handling interruptions; and formal reporting. The centrality of backstage communication to caring for patients is explored, and a view of embedded teamwork is proposed, extending upon the bona fide group construct. The study provides a valuable complement to controlled studies of group decision-making through its focus on dynamic communication outside of meetings among dyads and triads of team members in a web-like organization and extends bona fide group theory.     

Gaining insight into interdisciplinary research and education programmes: A framework for evaluation

Greater understanding of how interdisciplinary research and education evolves is critical for identifying and implementing appropriate programme management strategies. In this paper a programme evaluation framework is presented. It is based on social learning processes (individual learning, interdisciplinary research practices, and interaction between researchers with different backgrounds); social capital outcomes (ability to interact, interpersonal connectivity, and shared understanding); and knowledge and human capital outcomes (new knowledge that integrates multiple research fields). The framework is illustrated on an established case study doctoral programme. Data are collected via mixed qualitative/quantitative methods to reveal several interesting findings about how interdisciplinary research evolves and can be supported. Firstly, different aspects of individual learning seem to contribute to a researcher's ability to interact with researchers from other research fields and work collaboratively. These include learning new material from different research fields, learning how to learn new material and learning how to integrate different material. Secondly, shared interdisciplinary research practices can be identified that may be common to other programmes and support interaction and shared understanding between different researchers. They include clarification and questioning, harnessing differences and setting defensible research boundaries. Thirdly, intensive interaction between researchers from different backgrounds support connectivity between the researchers, further enabling collaborative work. The case study data suggest that social learning processes and social capital outcomes precede new interdisciplinary research findings and are therefore a critical aspect to consider in interdisciplinary programme management.     

Interdisciplinarity as diversity in citation patterns among journals: Rao-Stirling diversity,relative variety,and the Gini coefficient

Questions of definition and measurement continue to constrain a consensus on the measurement of interdisciplinarity. Using Rao-Stirling (RS) Diversity sometimes produces anomalous results. We argue that these unexpected outcomes can be related to the use of “dual-concept diversity” which combines “variety” and “balance” in the definitions (ex ante). We propose to modify RS Diversity into a new indicator (DIV) which operationalizes “variety,” “balance,” and “disparity” independently and then combines them ex post. “Balance” can be measured using the Gini coefficient. We apply DIV to the aggregated citation patterns of 11,487 journals covered by the Journal Citation Reports 2016 of the Science Citation Index and the Social Sciences Citation Index as an empirical domain and, in more detail, to the citation patterns of 85 journals assigned to the Web-of-Science category “information science & library science” in both the cited and citing directions. We compare the results of the indicators and show that DIV provides improved results in terms of distinguishing between interdisciplinary knowledge integration (citing references) versus knowledge diffusion (cited impact). The new diversity indicator and RS diversity measure different features. A routine for the measurement of the various operationalization of diversity (in any data matrix) is made available online.     

跨学科教育与创新型人才培养的探索——以中山大学为例

大学基本职能表现为人才培养、科学研究与社会服务,如何培养高素质创新型人才是研究型大学的重要使命与社会责任。中山大学坚持"人心向学"的办学理念,不断探索本科教育教学改革。构建学科会聚平台,培养高素质创新型人才,是中山大学近年来本科教育教学改革系列探索的重要体现。面向未来,中山大学在创建"世界一流大学"、作育"世界一流人才"的实践中,跨学科平台建设和人才培养模式变革既面临机遇,也面临挑战;而建立适应时代发展的创新型人才培养模式既需要自上而下的顶层制度设计,也需要自下而上改革者的不断探索。