发明人主导职务成果转化机制的实证研究——以甲醇制取低碳烯烃成果转化为例

从知识的视角,一项职务成果就是一个由显性知识和隐性知识构成的知识包,分属于科研单位和发明人控制,因此,是否赋予发明人主导职务成果转化,既是一个重大的理论问题,也是一个重大的政策问题。论文首先提出研究假设,即由于显性知识与隐性知识的控制权分离,导致转化主体分别与研发主体、消费主体、融资主体分别出现技术距离、市场距离和融资距离;而且这三类距离越大,越需要发明人来主导职务成果转化;随后,采用案例研究方法,以甲醇制烯烃成果转化案例进行实证检验。论文的实证结论显示,采用创业分拆方式来推进发明人主导职务成果转化,即把发明人及其职务成果整体孵化转化为企业性质的转化主体,由发明人主导职务成果转化,消除了这三类距离,促进职务成果顺利转化。     

从科技精英的卓越成就,看实验教学的深远影响——李林忠教授事迹的启迪

介绍李林忠教授在"受控热核聚变"研究中所取得的突破性的科学成就,说明清华大学的培养教育起着主要的作用。清华大学既重视理论教育,又重视实验教学,培养创新精神和实践能力,使清华学子终身受益。希望大家"总结历史,开创未来"。     

成就目标的概念和测量存在的问题

在过去的二十多年中,成就目标理论已经成为成就动机研究中最杰出的理论之一。但在现有的文献中,成就目标概念至少具有三种不同的含义：期望的结果、期望的结果与原因的组合、总体定向;成就目标的测量工具也存在一系列问题。未来的研究需要进一步完善成就目标的测量工具,来探讨成就目标与其影响因素和结果变量的关系;未来的研究可以考虑在成就目标问卷中增加自我参照目标的项目,来检验成就目标的3×2结构模型。     

家庭文化资本对藏族学生学业成绩的影响

家庭是孩子受教育的首要场所,不同的家庭拥有不同的文化资本。本文以布尔迪厄文化资本理论为指导,从家庭文化因素出发,运用实证的研究方法深入探究藏族学生家庭文化资本对学生学业成绩的影响问题。     

Hope into action: How clusters of hope relate to success‐oriented behavior in school

Several studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions.     

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.     

The interplay between self-determined motivation,self-regulated cognitive strategies,and prior achievement in predicting academic performance

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.     

苏东坡内心调适之道

苏东坡一生仕途坎坷,多次被贬,但他在极其艰难的环境下仍能保持积极乐观的进取精神,尤其是首度被贬黄州,虽然曾痛苦彷徨,但他却凭自己的精神力量,调整了生活态度,身心上得到了自我解脱。苏东坡每到一地,不仅能接受现实,随遇而安,而且在文学创作上取得了巨大成就。他内心自我调适之道,至今还值得我们学习研究;他的人格精神和文学成就成为中华民族宝贵的精神财富。     

Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators

Project-based learning is generally considered an alternative to traditional, teacher-led instruction. However, there is a noticeable lack of meta-analyses with regard to determining its overall effects on students' academic achievement, and what study features may moderate the impacts of project-based learning. This study thus performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement. Forty-six effect sizes (comparisons) extracted from 30 eligible journal articles published from 1998 to 2017 were analyzed, representing 12,585 students from 189 schools in nine countries. The results showed that the overall mean weighted effect size (d₊) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement compared with traditional instruction. In addition, the mean effect size was affected by subject area, school location, hours of instruction, and information technology support, but not by educational stage and small group size.     

自由情感论

人类存在着两类不同性质的情感：自由情感和必然情感。所谓自由情感指的是刺激源和这种情感对象之间没有任何直接的利害关系条件下所产生的情感。自由情感大部分属于纯粹的精神或者心理层面,只是一种心理体验。所谓必然情感则指的是刺激源和情感对象之间存在着明显的功利关系或所属关系条件下所产生的情感。这些刺激源或者能直接带给刺激对象直接的好处或害处,这类刺激源多半是外在的客体;或者本身就隶属于情感对象的一部分生理机能,它们主要指那些内在的自然的生命欲求。所以必然情感实质上是～种因果性情感或者功利性情感。一般地说,现实中的绝大部分爱情、亲情和友情都属于,必然情感,而以自由情感方式存在的爱情、亲情和友情则是现实中的稀缺资源。不过这一缺憾因为艺术品的存在而得以弥补。艺术品虽非天然的审美客体,然而,在同等条件下,艺术品较之其他审美客体更容易引发审美主体的自由情感,因为艺术品跟审美主体之间最缺乏明显的实际利害关系。