我国区域人文社科类高校知识传播效率差异及收敛性研究

文章使用DEA-Dagum基尼系数—收敛性检验方法,依据2009—2013年31个省份的面板数据测量我国人文社科类高校知识传播效率,分析区域差距及其收敛性.研究显示:东、中、西部地区知识传播效率依次递增.我国人文社科类高校知识传播效率低下受规模效率和纯技术效率低下的双重影响,纯技术效率低下影响更大.大部分省份处于规模报酬收益递减状态,区域内差距是全国整体效率差异的主要原因.全国及三大地区人文社科类高校知识传播效率差距均存在不同类型的收敛.     

试论知识经济时代的成人教育改革

分析了知识经济对成人教育的影响 ,提出了知识经济时代下的成人教育改革措施     

基于知识服务的高校图书馆业务流程改造和服务模式再造

通过比较、分析传统的文献信息服务与知识服务所存在的不同，探讨了基于知识服务的高校图书馆业务流程改造及服务模式的再造的具体做法，并提出了图书馆业务流程改造和服务模式再造应注意的问题。     

课程知识抉择中的“两难”困境与出路

知识价值问题是课程抉择的一个重大问题。长期以来,人们踯躅于科学与人文、实用与教养的二难选择,只有处理好科学知识与人文知识、教养知识与实用知识在课程中的关系,才能对基础教育的课程设计有所帮助。     

Different Disciplines Require Different Motivations for Student Success

This article reports an investigation of undergraduate motivation to learn. A Likert-type rating scale measure of motivation incorporated the general motivational dimensions identified by previous investigators, as well as a systematic theoretical framework that is more novel, and attempts to acknowledge the role of discipline-specific factors in motivation to learn. The motivation questionnaire was evaluated by measuring its success in explaining the academic achievement of biology, history, computing, planning, anthropology, geology, food science and nutrition, and education students (n = 380) in standard university assessments. The findings reveal that student performance is better explained by within- than across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure in others. Furthermore, items based on the theoretical framework developed to underpin the questionnaire (which distinguishes outcome from process incentives) were also found to explain more variation in student performance than general motivation items. Some practical implications of the findings are considered.     

University,Knowledge and Regional Development: Factors Affecting Knowledge Transfer in a Developing Region

The role of knowledge in the current knowledge economy cannot be overly emphasised. Successful regions are continuously being linked to excellence in the production, accumulation, and application of knowledge. Universities have increasingly been at the centre of such knowledge production, application and transfer. Yet, there is little research and evidence in this regard pertaining to less developed countries. The paper aims to fill this gap. The study uses the conceptual notion of knowledge transfer to interrogate the engagement level between the university and its region. Using a qualitative approach comprising the use of primary and secondary data, the authors capture some of the factors affecting knowledge transfer. Highlighting both supply-side and demand-side factors, the authors argue in favour of a nuanced and complex negotiation of the knowledge-development interface between universities as knowledge producers and regional stakeholders as knowledge users. Such negotiations should take cognisance of local realities.     

浅谈“知识结构”教学

“知识结构”教学是理论与实践结合的产物。学科的基本结构是由一系列概念、原理、及理论所构成的该学科的知识体系。运用布鲁纳的学习理论，教学中从知识的细胞——概念入手，讲透概念，理清线索，进而形成学科的知识体系。如此，由小结构到大结构，使知识逐步系统化。     

组织成员知识共享的动机和激励机制分析

知识共享是知识管理的先决条件,要实现有效的知识管理首先必须实现知识的有效共享。影响知识共享的因素是多方面的,既有技术、资源、制度和文化方面的因素,也有个体心理方面的因素。因此从个体心理角度出发,分析寻求影响组织成员知识共享行为的心理因素,进而针对影响知识共享行为的这些因素,探索建立促进知识共享的激励机制,对于实现有效的知识共享具有非常重要的现实意义。     

知识经济时代高校档案的现代化管理

知识经济时代推动了高校档案的现代化管理进程。加大档案现代化管理的投入是做好档案工作的基本条件；加强档案现代化队伍建设是做好档案工作的根本保证；加快档案现代化管理进程，是做好档案工作的必要途径。     

School English,literature and the knowledge-base question

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.