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大型网络学术资源导航联合建设项目RDN的案例分析 总被引:3,自引:1,他引:3
联合建设模式目前已经成为大型网络学术资源导航项目的主要建设形式。本文对具有代表性意义的RDN的联合建设模式进行了分析,包括其合作模式、合作级别、标准规范和服务政策,并在此基础上,总结出对国内联合建设大型网络学术资源导航的几点借鉴意义。 相似文献
994.
庄子人生哲学对后世产生了巨大的影响;对当代国人人格塑造也有重要意义。本文试图分析庄子从摆脱人生困境中塑造理想人格、庄子人生哲学思想、理想人格与儒家的不同等方面来阐释庄子人生哲学的现实意义。 相似文献
995.
西方大学评价的权力模式 总被引:4,自引:0,他引:4
刘凡丰 《清华大学教育研究》2002,23(3):71-74
本文把西方各国大学评价过程中表现出来的权力分配模式(大学自治与责任的相互作用模式)分为:英国,荷兰,美国三种模式,荷兰模式备受国际高等教育界推崇,这种模式在外部责任要求与大学自治之间达到了较为理想的平衡,这有可能使大学发展起组织学习文化。 相似文献
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《College & Undergraduate Libraries》2013,20(1):29-33
Abstract The aim of this series is to highlight English language books that recently have been granted awards by major scholarly societies. This installment focuses on disciplines in the natural sciences and engineering/technology. Because award winning books have high core collection potential, selectors may want to give them priority for purchase. 相似文献
998.
Ian Hardy 《Cambridge Journal of Education》2019,49(4):501-517
This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students. 相似文献
999.
Sylvie Barma Thérèse Laferrière Bruno Lemieux Julie Massé-Morneau Marie-Caroline Vincent 《Journal of Education & Work》2017,30(6):669-687
This formative intervention documents the emergence of a hybrid activity aiming at student engagement and academic achievement. In this context-bound study, early stages of this activity consisted in establishing PénArt meant to enable high school students with difficulties to start up their own business at school. It involved reaching agreements between a high school and a youth centre so that high school students engage in the production and selling of their branded t-shirt. At the frontiers of their respective activity system, students, youth workers, special education teachers and members of the school board took actions to cross boundaries and redefine their interrelations. Cultural historical activity theory was fruitful to document the development of a new object-oriented activity. Tensions and contradictions revelaled to be the key moments in the emergence of the hybrid activity. Expansive learning led us to understand that, in a conflicting situation, a collective’s agentive actions create an expansive form of learning and leads to a successful entrepreneurship experience. Change laboratory capacity to foster change for cooperative education in Quebec was successful. The students enrolled in a regional entrepreneurship contest and won it. That was a significant event for students with low self-esteem linked with their performance at school. 相似文献
1000.
All over the world, universities have to cope with the mission to promote the employability of their graduates, implying that competences should be trained which are relevant for the professional experience. In this context, it is of special interest where graduates work and what they are doing at work. In this study we focus on educational science graduates (N = 1565) and compare them to graduates of other study programmes (N = 10,224). Using data of the German DZHW graduate panel 2005 (N = 11,789), we address the questions (1) in which fields graduates of educational science work, (2) whether a theoretical-based four-dimensional internal structure of graduates’ job-related requirements and competences can be confirmed, (3) what kind of self-rated requirements educational science graduates experience at work, and (4) which self-rated levels of competences they possess, compared to other graduates. The analyses show that most graduates of educational science find an appropriate job in a clearly educational setting and that generic competences (systematic, social, and personal competences) are rated as more important than knowledge processing. 相似文献