我国教育研究的主题透视与演进逻辑——基于2006-2017年国家社科基金教育学项目的量化分析

基于对我国近12年国家社科基金教育学项目的量化分析发现,中国特色教育研究的主要内容聚焦在:教育改革与发展、课程与教学研究、教师成长与教育、德育与人才培养模式、国际经验借鉴与本土化、教育信息化与"互联网+"等领域;政策导向与学术导向两大逻辑主线互相作用与有机组合,形成高政策导向-高学术导向逻辑、高政策导向-低学术导向逻辑、低政策导向-低学术导向逻辑、低政策导向-高学术导向逻辑等具体的逻辑演进路径,多类型演进逻辑驱动下的教育科学研究体现着学科进步与实践诉求相互促进、重点聚焦与全局关注齐头并进、时代回应与历史梳理相得益彰的研究特征。     

企业新产品研发项目成功标准实证研究——基于不同的产品创新程度

在国内外相关文献的基础之上,分析了不同产品创新程度对企业新产品研发(NPD)项目成功标准的影响,提出了相关的五条假设,通过对国内82家企业进行问卷调查,对采集的数据进行统计分析后验证了五条假设基本成立。     

科技计划项目第三方管理的国内外案例分析与启示

政府将不再直接管理科技项目,而是委托专业的第三方机构负责。2014年底,国务院印发了《关于深化中央财政科技计划(专项、基金等)管理改革的方案》(国发〔2014〕64号),掀起了全国科技计划管理改革的新浪潮。通过研究德国依托大型研究院所建设项目管理办公室、重庆市委托科技计划项目管理服务中心开展科技项目的管理工作经验做法,总结若干规律和特征,寻求对广东新一轮科技计划管理改革的启示。     

技术研发项目中同行专家评议产生非共识的原因分析

各级政府的科技主管部门,因为要指导、资助技术研发活动,常常要组织同行专家对R&D的项目进行评价.而"非共识"在项目立项和对最新研究成果的评价中是普遍存在的.本文认为由于技术本身的不确定性和风险性、评者与被评者之间的信息非对称性和鸿沟以及同行评议自身的弊端是致使非共识技术研发项目出现的根源.     

风险投资项目的终选方法和评估指标

通过对风险投资项目的投资政策和投资阶段的风险的分析，给出了风险投资项目的终选方法和评价指标体系，并给出了相应的项目终选综合评价模型，以提高项目的终选质量和决策效率。     

我国科研课题管理的制度体系建设——现状、问题及对策

本文分析了我国科研课题管理制度体系的现状及存在的问题,并提出了科研课题管理制度体系构建的对策。     

基金项目评审管理中智能交互式文档检索

讨论了非结构化文档信息的检索模型,分析了传统交互式信息检索方法,提出了面向基金项目文档查询的智能交互式信息检索过程和处理流程。基于用户评价项目文档的反馈信息,采用ID3算法、CLCC算法和SVM分类函数分别学习用户查询的潜在意图和目标,并应用所学习的规则知识或分类函数支持项目文档查询。以某基金评审管理中项目文档的查询为例进行了实验计算与分析。     

Judging the Constructive Impacts of Communication Technologies: A Business Education Study

Through an IBM partnership, Acadia University has the benefit of an infrastructure that places a laptop computer in the hands of some 4000 faculty and students on campus. Coupled with anytime–anyplace campus access to the computer network, the setting offers unique opportunities to study the pedagogical impacts of the use of computers in classroom instruction.University business administration courses have routinely employed case study approaches in the delivery of some course content. The research described follows the use of an elaborate case study communications networking system being used in a business course on competitive intelligence. Though the technology collage allows for certain opportunities to promote quality instruction, not all aspects of technology use were found to be productive. This paper provides an analysis of the appropriateness of technology usage in the context of a single business education course.     

全球胜任力视角下中外合作办学项目评价——基于189个项目培养方案的内容分析

全球化和“一带一路”合作倡议的深入发展,推动我国国际交流和协作的规模持续扩大,急需能够胜任全球化挑战、具有国际视野的人才。基于现有研究,提炼出具有全球胜任力的人才应具备全球意识、开放与尊重、专业的学科知识、语言、团队沟通与协作五大要素。运用NVivo11软件,分析62所高校189个中外合作办学项目培养方案中五大要素的表达情况。研究发现,在培养目标、课程体系等方面,对照全球胜任力的要求,各项目仍有较大改进空间。据此提议:高校应在培养目标上重视文化多样性理念,拓宽课程口径,打破学科限制,丰富跨地域交流实践;政府应加强顶层设计与战略规划,构建社会各界权责明确的协作体系,提高当代青年在全球化过程中的胜任素质。     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.