扩展型的学科渗透和融合--关于情报学可持续发展的路径研究

文章分析了情报学可持续发展的含义和原则,论证了情报学已具备可持续发展的核心能力.根据情报学研究的开放式传统及社会需求导向,结合学科渗透和融合的路径分析,文章对当前及今后一段时间里情报学持续发展的路径进行了研究,指出当前情报学可持续发展的主要路径应为扩展型的学科渗透和融合.     

高校潜力学科发展预测研究

基于InCites的论文数量及被引频次,应用灰色系统理论,对高校潜力学科发展进行了预测研究。首先依据2004-2013年InCites数据建立GM(1,1)模型,通过模型的拟合分析,预测未来若干年高校潜力学科高水平论文的发展趋势。然后通过总被引用频次预测值与ESI数据库中的最低值进行比较,给出了高校潜力学科与世界前1%科研机构的差距。实证分析表明,基于灰色系统的建模方法可以对高校潜力学科的发展趋势作出合理的预测,研究结果将为高校相关学科的发展提供指导作用。     

略论中小学教育管理价值取向

现阶段我国中小学教育管理倡导以“人本管理”为取向的同时，应十分强调以“科学管理”为基础。这是由管理活动自身的发展规律，由我国的国情及现阶段我国中小学教育管理的实际所决定的。     

Disciplining the Future: A Critical Organizational Analysis of Internet Studies

This article provides a critical, cautionary stance toward the future structure of “Internet studies” as a field. A social constructionist reading of the process of organizing reveals the ways in which apparently obdurate structures are constructed and negotiated through everyday discursive practices. Subsequent structures and practices function ideologically to control organizational members in a concertive fashion by shaping and directing the conceptual frameworks for inquiry and action in a seemingly natural way. Definitions and metaphors construct conceptual boundaries of meaning for the field of inquiry, delimiting and protecting over time what counts as Internet and Internet studies. Over time, origins of knowledge are hidden within the structure of the organizations and a culture of unobtrusive control emerges. Unless radical measures are taken to reflexively interrogate everyday routines and habitual ways of talking in academic environments, the future field of Internet studies will not transcend the traditions of the academy but will be entrenched in and reproduce traditional structures and a traditional scholarly enterprise.     

高职院校学科建设中的主要问题及对策分析

本文在分析高职院校学科建设特点的基础上，剖析高职院校学科建设过程中存在的主要问题，探讨高职院校学科建设对策。     

论法治的人性基础

选择法治作为一种治国方略或手段，有其深刻的人性基础，本文通过界定法治，阐述了中西不同的人性预设与治国模式的选择与人性预设之间的内在联系，得出人性的不完善或缺陷是法治的人性基础的结论。     

学科建设引导下的博士生创新培养体制探讨

基于学科建设角度,分析我国博士生培养的现状,探讨了建设以学科为基本单元的博士生创新培养体制在当今博士生培养中的作用和重要性。     

对分层次教学的理论与实践探索

对分层次教学理论依据的探索可从个别差异和因材施教理论等方面进行,对分层次教学在实践中的具体操作需从学生分层、目标分层、分层次施教、分层次评价等不同方面来进行,以取得最佳 的教学效果。     

青少年"上网成瘾症"的原因及对策

随着互联网的快速发展，青少年“上网成瘾症”成为一个严重的社会问题。从生理和社会心理两方面来分析“上网成瘾症”的成因，并有针对性地提出切实可行的措施和对策，是网络现象研究的重要课题。     

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.