论一流大学建设的内在逻辑与现实境遇

基于中国建设一流大学的视角,探讨一流大学建设的内在逻辑与现实境遇,对于提高高等教育质量,建设高等教育强国,提升高等教育的国际竞争力具有重要的现实意义。大学是一个深受内外部环境影响的组织,时代变革、国家盛衰、市场兴替与社会稳定无不强烈地影响着大学的办学行为,也在形塑大学的发展理念。大学作为一个复杂性组织,在实现一流的过程中需兼顾教育本质与社会需求,在自觉与他律中协同并进,实现多元、有特色而又不失灵魂的卓越。作为后发外生型组织,我国大学在成为世界一流的过程中面临单向度发展、自主权受限、片面模仿追赶、盲目崇拜量化的现实境遇,出现了浅层技术优先达成、深层制度文化滞后的“脱序”现象。     

关于"共形对应"定理证明之浅见

在证明“共形对应”定理时，把v视为复值函数，自变量应理解为(u，v)，是两个实的变量，而不是一个复数z=u tv，否则，在一般情况下，即F≠0，不存在非零的(复的)积分因子μ，使下面的式子μ[Edu (F √F^2-EG)dv]=dv=du^- idv^-成立。     

和谐社会:中国特色社会主义建设的治国方略

任何国家在从传统社会走向现代社会的过程中,由于社会经济结构、经济体制、社会结构的变革,都会使社会的政治关系和政治秩序受到很大冲击,因而不同程度地存在着社会不和谐的问题。能否协调社会各阶层的利益,整合社会资源,维护社会稳定,尽可能地扩大执政的群众基础,形成全体人民各尽其能、各得其所而又和谐相处的社会,成为对党的执政能力的一大考验。     

复杂系统范式下社会科学的模型化进路

模型化一直是社会科学重构认识论逻辑的有力途径。基于计算机模拟技术的发展,社会科学的建模路径从基于变量走向基于对象,特别是基于主体的建模。基于主体的模型一方面将社会系统整体的自下而上的突现过程展示出来,另一方面将系统要素之间交互作用受到的自上而下的整体性约束予以形式化,为动态地理解社会系统的生成和演化机制提供了新的认知模式与方法论工具,以一种复杂系统思维推动了社会科学朝着“问题导向”的趋向发展。     

弗洛伊德与女性主义——兼论女性文学传统

在前俄狄浦斯阶段,母亲是儿童免受焦虑困扰的第一位保护者;在俄狄浦斯阶段,女性从小就被告知,女性身体是一切苦难的渊薮,与母亲决裂后的女性性征成为弗洛伊德阐释的中心。女权主义批评者在反对弗洛伊德的同时,却试图用其理论来证明一个强大的母系文学传统的存在。     

自卑心理研究综述

自卑是人群中常见的一种个体心理现象 ,我国精神疾病分类方案与诊断标准修订版 (CCMD - 2-R ,1994 )没有将自卑障碍单独列出 ,而只将其列为多种心理疾病和身心疾病的伴随障碍 ,因此对自卑的理论研究还不是很深入。目前 ,对自卑的研究多集中在自卑的本质、自卑的心理学机制、自卑的表现方式、自卑在各年龄阶段上的特点等方面 ,对自卑的辅导策略也需加强     

项目式教学过程中对机电专业学生工程能力培养的探索与研究

工程教育认证通用标准明确要求工科毕业生具备“设计复杂工程问题解决方案”的工程能力。工程能力体现在解决工程问题的技术方案佳、成本低、性能强、操控清晰、运行安全可靠、布局规划合理等方面。文章以项目式教学过程中的机电项目为例,对如何培养机电专业学生具备综合工程能力进行探索与研究。     

Feedback (F) Fueling Adaptation (A) Network Growth (N) and Self-Organization (S): A Complex Systems Design and Evaluation Approach to Professional Development

This paper reports on the efficacy of a professional development framework premised on four complex systems design principles: Feedback, Adaptation, Network Growth and Self-organization (FANS). The framework is applied to the design and delivery of the first 2 years of a 3-year study aimed at improving teacher and student understanding of computational modeling tools. We demonstrate that structuring a professional development program around the FANS framework facilitates the development of important strategies and processes for program organizers such as the identification of salient system variables, effectively distributing expertise, adaptation and improvement of professional development resources and activities and building technological, human and social capital. For participants, there is evidence to show that the FANS framework encourages: professional goal setting, engagement in a strong professional community and personal autonomy by enabling individualized purpose—all fundamental components in promoting self-organization. We discuss three meta-level themes that may account for the success of the FANS framework: structure versus agency, exploration versus exploitation and short-term versus long-term goals. Each illustrates the tension that exists between competing variables that need to be considered in order to work effectively in real world complex educational systems.     

大学新生日常心理疾病的冲突根源初探

心理疾病是心理冲突的结果,造成大学新生心理失调的冲突根源很多,本文就教育工作中常遇到的大学新生六种冲突根源及冲突表现进行了探讨。     

Learning the hard way: Need for Cognition influences attitudes toward and self-reported use of desirable difficulties

We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner’s attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1–2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one’s perception of one’s academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies.