Learning about friction: group dynamics in engineering students’ work with free body diagrams

In educational research, it is well-known that collaborative work on core conceptual issues in physics leads to significant improvements in students’ conceptual understanding. In this paper, we explore collaborative learning in action, adding to previous research in engineering education with a specific focus on the students’ use of free body diagrams in interaction. By looking at details in interaction among a group of three engineering students, we illustrate how they collectively construct a free body diagram together when learning introductory mechanics. In doing so, we have focused on both learning possibilities and the dynamic processes that take place in the learning activity. These findings have a number of implications for educational practice.     

Collaborative practitioner research: opening a third space for local knowledge production

Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.     

合作学习:让综合实践活动课堂焕发光彩——以“让我们学会小组分工与合作”为例

小组合作学习是综合实践活动的基本组织形式,也是学生乐于接受的一种基本组织形式,它便于学生间进行交流,有助于学生获得深刻的情感体验,掌握与人沟通的技巧,促进学生人格的健全发展。小组活动增添了课堂的情趣,在活动中师生共同享受到了综合实践活动带来的无穷乐趣,增强学生之间、学生与社会之间的交往能力,增长了学生的生活智慧。     

知识链节点企业间的知识溢出过程与协同创新均衡研究

通过知识溢出效应及其创新产出关系的描述,研究和分析知识链节点企业间的协同创新过程,继而通过 构建协同创新均衡过程模型,探索知识溢出系数、创新系数的变动对均衡结果的影响。均衡过程算例分析则进一步研 究了协同创新的可持续性问题。     

协同演化的分层信任结构模型——科研项目知识产权管理的核心理论基础

科研项目的知识产权管理涉及不同知识背景、不同利益诉求、不同价值观念的参与主体的互动协同过 程,其复杂性根本来源于科研团队组织的特殊性。科研项目团队是一种新型结构组织,属于虚拟组织的范畴。其核心 是组织在多目标情景下如何以最小协同代价实现创新。然而信任成为这类新型结构组织形态不断演化的关键因素。本 文提出的分层信任结构模型能够解释新结构组织产生和演化的基本规律。该模型有助于深入理解和研究新结构组织的 产生和演化机理,对科研项目知识产权管理系统工具和方法的设计具有重要的指导意义。     

对政校企协同培养高技能型人才策略的探讨

我国社会主义市场经济发展迫切需要大量的高技能型人才。政府、高职高专院校和相关行业企业是高技能型人才培养的三方重要力量,三者的协同作用在人才培养工作中能够发挥重要作用。本文在介绍高技能型人才概念内涵的基础上,介绍了政校企合作,制定和实施高技能型人才培养方案的一系列策略,分别介绍了政府部门、高职院校和行业企业在参与人才培养工作中发挥的作用,为深入开展政校企合作参与人才培养提供了一定的借鉴意义。     

Wiki环境下学生远程协作知识建构分析的模型反思与案例研究

Wiki技术为远程在线学习开展实质性协作学习与协作知识共建提供了有力支撑,基于Wiki的CKB质量分析模型,将协作知识构建分为知识共享、知识联结、知识收敛三个阶段。通过案例研究,可以得出结论：基于Wiki的CKB以知识分享为主,知识联结阶段学生倾向于知识同化、;知识收敛阶段学生忽略反思和迁移。协作知识构建水平受CKB构建策略和技术水平的影响。可以从CKB的社会性认知过程、技能和情感三个方面搭建“脚手架”。     

IEEE标准电脑鼠在工程实践教学中的应用

以该校现代工程训练中心近年来针对我国现行高等教育体制下的工程实践教学存在的教学内容局限、教学方式单一、跨学科协同教学能力不足等问题试点开设的"IEEE标准电脑鼠的设计与制作"工程实践课程为例,从IEEE标准电脑鼠的硬件开发、算法设计、软件设计和仿真分析四个方面深入阐述了在该工程实践课程中学生需要学习的各项工程实践技能,并总结了该课程的开设对我国新时期工程实践教学的意义。实际教学结果表明,该实践课程的开设有效地提高了我校本科教育中工程实践环节的教学能力。     

母语在二语交互性练习中的功能研究及教学启发

根据Vygotsky的心理语言学理论,母语作为一种心理工具,在交互心理层面,会以＂搭脚手架＂的方式帮助习得者。研究母语在二语交互性练习中对话语者二语思维的作用有重要价值。研究表明：母语的使用在二语口语产出过程中具有积极作用,表现为：母语被用来理解并确认二语输入的信息;母语被用来构思口语任务的大意（把目前的题目与一些说话者长期记忆中的概念或经历相联系）;学生利用母语造句;学生利用母语来进行口语表达的过程管理。这为二语教师如何客观、有效地指导学生合理应用母语解决语言问题提供了参考。