理工科高校人文社科研究项目绩效评估初探

高等学校是人文社科重要的研究力量,并承担了大量的科研项目。但是我国理工科高校人文社科研究项目绩效评估中存在很多不足,导致项目评估结果不准确,不能客观反映出实际科研效果。通过对理工科高校人文社科研究项目绩效评估中的不足进行分析,与国外高校先进经验比较,发现问题,结合我国实际情况,提出建议,改进不足,促进高校人文社科研究项目绩效评估的发展。     

东亚夏季大气环流模拟的对比分析:CCSM3和CCSM4

利用ERA40再分析资料,评估了参与国际耦合模式比较计划第五阶段的CCSM4模式对东亚夏季不同要素场的气候态和年际变化的模拟能力,并与第三阶段的CCSM3模式进行了对比。结果表明:1CCSM3和CCSM4均能较好地模拟出东亚夏季海平面气压、850hPa风场、500hPa高度场气候态的空间分布特征,总体来说,CCSM4对各要素的模拟效果更好;2虽然模式对东亚地区不同要素年际变率的模拟能力整体偏弱,但相对来说,CCSM4的模拟能力有不同程度的提高;3模式对副高、印度热低压的变化趋势有一定的模拟能力,但CCSM3对副高面积指数,印度热低压及印度热低压槽指数的模拟效果反而表现的更好。对于三种典型的东亚夏季风指数,虽然CCSM4的模拟能力较CCSM3有一定的提高,但也均不能模拟出东亚夏季风的变化特征。     

河西走廊东部冬季降雪特征分析简

本文利用河西走廊东部5个地面气象观测站1960-2011年冬季的逐日降雪观测资料,运用统计分析、Morlet小波和Mann-Kendall法分析了河西走廊东部冬季降雪的气候变化特征,最后利用1982-2012年NCEP时间间隔为6h的1°×1°格点资料研究该地冬季降雪的环流特征以及用相关分析方法进一步分析了影响冬季降雪的大气环流。其结果表明：由于受海拔高度、地理位置以及天气系统的影响,河西走廊东部降雪日数和降雪量总体分布从东南向西北递减。河西走廊东部冬季降雪量具有明显的日变化,夜间雪量大于白天,降雪日数北部平原区的峰值主要出现在1月份,而南部山区的峰值主要出现在2月份。河西走廊东部冬季降雪日数和降雪量近52a来都出现增加趋势,主要存在5~6a和9~10a的周期反映,都出现了突变,但突变年份不同,其降雪的典型环流形势为西北气流型、西风气流型、西南气流型,其影响机制相同,都需要较好的水汽条件和一定的冷空气。     

资源环境科技期刊集群平台建设探索与实践

资源环境科技期刊集群(LoRES)是一个面向资源环境领域科技工作者的,为其提供专业化、个性化服务的资源环境科学类期刊集群的网络出版平台.文章分析建设LoRES平台的意义,介绍LoRES平台的功能及特色,并对未来的发展进行了思考.期望能为我国科技期刊集群出版平台建设提供借鉴.     

1978~1987年《人民日报》头版学术新闻分析

1978~1987年是改革开放的头十年,我国的哲学社会科学事业经历了“文革”时期的低潮后迎来快速发展的良好局面。报刊作为一种史料,它所描述和记录的“新闻事实”是观察和审视一个时代的重要文献。改革开放以来,我国哲学社会科学的发展与主流报纸具有密切的关系。报纸不但是发布学术成果、激荡学术思潮的重要平台,而且,由于报纸具有传播迅速、覆盖面广、贴近普通读者的特点,因此许多具有重大影响的学术思潮,往往首先由报纸传播开来。通过分析主流报纸中与学术相关的各类报道,可以了解一个历史时期内学术流变的概况。     

“双师模式”在地学教学中的尝试——以海浪知识教学为例

"双师模式"是教学方法改革中的一个尝试。本文论述了一个以海浪知识课堂为例的双师授课案例,展示双师教学的环节和要点,总结归纳了双师教学的4个特点。本案例对于我国地学教学方法改革具有良好的借鉴意义。     

应用技术大学:新建本科院校转型发展的现状、动因与路径

新建本科院校普遍存在办学经验不足、服务地方能力不强、缺乏实践实训环境、师资整体实力偏弱、缺乏政策扶持等关键问题。新建本科院校转型发展既是解决当前阶段性问题的根本举措,也是国家、区域经济发展对高等教育的战略要求,其关键路径为:高校自身要明确应用型办学定位、强化面向应用的人才培养体系建设;政府层面要做好顶层设计、完善配套政策、加强财政扶持。     

期刊编辑政治敏感性探究

编辑是文化产品上市的检验者和把关人。社科类期刊,尤其是政治类期刊的编辑人员要有从业的政治敏感性,对稿件严格把关,才能避免出现政治性的错误,进而对经济社会的发展起到积极的推动作用。编辑的政治敏感性的培养要靠主管机关、期刊社、编辑三方的共同努力,尤其要靠编辑的自我训练。     

Mixed-methods exploration of students' motivation in using augmented reality in neuroanatomy education with prosected specimens

The use of augmented reality (AR) in teaching and studying neuroanatomy has been well researched. Previous research showed that AR-based learning of neuroanatomy has both alleviated cognitive load and was attractive to young learners. However, how the attractiveness of AR effects student motivation has not been discovered. Therefore, the motivational effects of AR were investigated in this research by the use of quantitative and qualitative methods. Motivation elicited by the GreyMapp-AR, an AR application, was investigated in medical and biomedical sciences students (n = 222; mean age: 19.7 ± 1.4 years) using the instructional measure of motivation survey (IMMS). Additional components (i.e., attention, relevance, confidence, and satisfaction) were also evaluated with motivation as measured by IMMS. Additionally, 19 students underwent audio-recorded individual interviews which were transcribed for qualitative analysis. Males regarded the relevance of AR significantly higher than females (P < 0.024). Appreciation of the GreyMapp-AR program was found to be significantly higher in students studying biomedical sciences as compared to students studying medicine (P < 0.011). Other components and scores did not show significant differences between student groups. Students expressed that AR was beneficial in increasing their motivation to study subcortical structures, and that AR could be helpful and motivating for preparing an anatomy examination. This study suggests that students are motivated to study neuroanatomy by the use of AR, although the components that make up their individual motivation can differ significantly between groups of students.     

Has pedagogy,technology, and Covid-19 killed the face-to-face lecture?

The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.