If you Build it,They Won’t Come: What Motivates Employees to Create and Share Tagged Content: A Theoretical Model and Empirical Validation

The purpose of this paper is to investigate factors influencing employees’ knowledge-sharing behavior on social tagging supported systems. Using the strong theoretical background of the well-known technology acceptance model (TAM), this paper proposes and empirically validates a model that fits the social and technical nature of social tagging tools within the public sector. The analyses in this paper were based on data collected from a large survey of more than 480 respondents working for two public organizations in the United States. The findings demonstrate a significant impact of the role of social presence in encouraging employees to create and share content. Further, there is a strong relationship between the benefits employees receive from using tagging tools and their creation and sharing of tagged content. Specifically, the following factors showed a significant impact on employees’ creation and sharing behavior, specifically their attitudes towards and intentions to create and share tags: perceived ease of use, perceived usefulness, social presence, and pro-sharing norms. For researchers, the paper offers an opportunity to further study knowledge-sharing behavior regarding social media technologies. The findings should motivate practitioners to inject these tools with a social aspect so that employees are encouraged to share content.     

莫斯顿互惠分组模式在高校公共体育武术教学中的应用与创新

武术教学是高校公共体育教学的重要组成部分。本文运用文献资料法、实验对比法、数理统计法等研究方法,对武术教学中引入莫斯顿互惠分组模式进行了实验与创新研究。研究结果表明:莫斯顿互惠分组教学模式与传统教学模式相比,更能加强学生间的交流互助,优化课堂教学;益于课堂教学的延伸,培养学生终身体育的意识。     

论善恶原则

无私利他是最高且偶尔善原则 ,它只应该且只可能指导每个人的偶尔行为 ;其作用是使每个人在自我利益与社会或他人利益发生冲突而不能两全时 ,能够无私利他、自我牺牲而不会损人利己。为己利他是基本且恒久善原则 ,它应该且能够指导每个人的恒久行为 ;其作用是使每个人在自我利益与社会或他人利益一致的情况下 ,能够为己利他而不致损人利己。单纯利已是最低且偶尔善原则 ,它也应该且只能指导每个人的偶尔行为 ;其作用在于使每个人在与社会和他人无直接利害关系的行为领域 ,能够单纯利己而不致纯粹害己     

亲社会行为的动机理论

研究者们在广泛吸收有关亲社会行为研究成果的基础上,结合各自多年的研究,提出了多种较为全面、深刻的亲社会行为动机理论,旨在揭示亲社会行为发生发展的心理机制。文章扼要解释了研究者们所提出的亲社会行为的动机理论,并作简要评论。     

Reciprocal Learning,Pedagogy and High-Performing Education Systems: Learnings from and for Singapore

ABSTRACT

Employing Connelly and Xu’s (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather limited and problematic because of its uncritical acceptance of the OECD’s basic premises about PISA and because of its employment of the ‘best practices’ approach to policy borrowing. Using Singapore as a case, I contend that reciprocal learning needs to be informed by the cultural historical narratives behind the development of an education system and a theory of pedagogy that locates the practice of teaching within a broad social, institutional, and instructional context of schooling. I discuss lessons from and for Singapore concerning the purposes of schooling, institutional norms and arrangements, and pedagogical practice.     

互惠分组教学在女生体育教学中的运用与研究

根据《中国教育改革和发展纲要》和全面实施素质教育的要求,结合女生体育教学的特点,分析运用了互惠分组教学。在教学过程中根据学生的兴趣,成绩,交往意愿及语言组织能力进行分组。各组学习的时间又因教学内容和教学环节的不同而不等。通过实践,充分调动了学生的学习积极性和内在潜力,提高了学习成绩和社会交往能力,起到了体育教学使学生能够终身受益的目的,从而提高了教学效果。     

双重活动教学法在英语课堂教学中的运用

介绍了双重活动教学法在英语课教学中的运用。探讨了双重活动教学在教学过程中的途径和作用 ,尤其是该教学法在教学中所给予英语教师的启迪以及我们在教学中培养学生语言交际能力应采取的措施。     

有效率的利他主义——科拉姆的利他主义效率观评述

利他主义与效率的关系是探讨利他主义经济学价值不可回避的问题。科拉姆在其全新框架下以利他主义符合帕累托效率的必要条件为依据,揭示了情感、偏好、选择与行为之间的密切联系,提出依据行动主体观念上的自觉性,使其能动选择利他的偏好结构,遵照“完美的利他主义”正义通则,人们更偏爱的利他主义社会状态证明了利他主义的效率。     

“利己不是恶”的史学论评

从利己本身看 ,利己无利无害他人及社会 ,无所谓善恶 ,无所谓好坏 ;从利己实现的手段和给他人及社会带来的影响看 ,利己可善可恶 ,可好可坏。利己和利他是使人类社会得以生存的不可缺少的手段。利己不是一种病害 ,对自我的追求不应成为一种禁忌 ,为自己谋幸福不应受到轻视。     

Reciprocal learning in teacher education between Canada and China

ABSTRACT

The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.