同伴教学法在“大学物理实验”课堂教学中的有效实施

同伴教学法通过师生间角色的转换,赋予了学生自主权利,可以有效提高学生的学习兴趣。通过对同伴教学法的实施现状分析,结合当前社会对高素质创新人才培养的需求,将同伴教学法引入“大学物理实验”教学改革。阐述了该教学法实施的必要性和基本授课程序,并以“用惠斯通电桥测电阻”实验为例展开教学研究。实践证明:该方法充分调动了学生的积极性,通过师生间的交流合作,课堂氛围更加融洽,在培养学生实验创新能力方面有着积极的促进作用。     

科研人员省际流动网络分析及演化过程研究

   本文基于“科学家在线”平台数据,运用复杂网络分析方法,按照年份分别构建2010—2017年间全国34个省份之间科研人员流动网络模型,测度并分析8年间科研人员流动的复杂性网络整体特征和随时间变化的趋势。研究发现：（1）8年间科研人员流动呈现整体较为明显的“无标度”特性,即北京、上海、江苏等经济科技发达地区不仅流入科研人员的规模较大,流出科研人员的规模也不小,但是全国大部分省份流动科研人员规模较为有限;（2）除了小部分省份之外其余省份的人员流入流出相对较为均衡,一些经济科技发达省份在一定程度上也是全国或本区域科研人员流动的中心节点;（3）从发展态势来看,8年间全国省级科技人员流动态势相对平稳,但是省份之间科研人员流动规模差距越来越明显,经济科技发达省份与其他省份科研人员流动的规模相比差距越来越大;（4）最为突出的变化是流动人员规模显著增加,人员流动更加便利。     

中国“全球高被引科学家”结构特征和成长规律分析——基于2014—2020年“全球高被引科学家”榜单数据

以科睿唯安公司2014—2020年发布的"全球高被引科学家"榜单为基础,分析、比较不同国家入选者的结构特征和趋势变化,对其中入选者工作地在中国境内的"高被引科学家"基本情况和成长规律进行分析。总结中国内地"全球高被引科学家"学科分布及成长规律特点包括中国"全球高被引科学家"数量和占比具有显著增长性;三分之一学科领域具有全球引领性;地域分布具有高度集中性;海外经历具有阶段普遍性;职称破格具有一致认可性。据此提出中国实现战略科技领域精准引才用才育才的政策建议,包括制定精准引才专项计划,绘制全球高被引科学家地图;制定精准用才专项方案,提升高层次人才使用效能;避免ESI学科领域"木桶效应"现象,实现战略科技人才前瞻培养等。     

中国“全球高被引科学家”分布和成长规律分析及启示

以科睿唯安公司2014-2020年发布的“全球高被引科学家”榜单为基础,分析、比较其人员的结构特征和趋势变化,对其中入选的工作地在中国内地的“高被引科学家”基本情况和成长规律进行分析。本文总结中国内地“全球高被引科学家”学科分布及成长规律特点包括中国“全球高被引科学家”数量和占比具有显著增长性;1/3学科领域具有全球引领性;地域分布具有高度集中性;海外经历具有阶段普遍性;职称破格具有一致认可性。提出中国实现战略科技领域精准引才用才育才的政策建议,包括制定精准引才专项计划,绘制全球高被引科学家地图;制定精准用才专项方案,提升高层次人才使用效能;避免ESI学科领域“木桶效应”现象,实现战略科技人才前瞻培养等。     

当今大学生人际关系的一种典型现象研究——师生关系疏远同辈群体影响突显

当今大学生人际关系存在一种典型的现象,即师生关系疏远,同辈群体影响突显,有着社会环境、高等教育体制和管理、教师和学生等多方面的原因。高校应积极引导同辈群体,发挥同辈群体的积极功能,通过教师再教育和培训提升高校教师的专业水平和教学水平,将教师力量和同辈群体正力量形成合力,积极探索高校师生的新型交流途径,有效整合高校资源,促进学生的全面发展。     

朋辈教育对高校学困生的转化的研究综述

朋辈教育和学困生转化是当前高校思政研究的重要领域。本文回顾了高校朋辈教育对学困生转化的研究历程,并围绕大学朋辈教育和学困生转化做重点而全面的论述。最后,结合朋辈教育和高校学困生转化研究中的不足和亟待解决的问题,探讨了该课题的研究趋势。     

科技文稿的审稿结果应予反馈

科技期刊的稿件处理结果是否实行反馈进行了长期的探索和研究，分析了实现反馈的可能性，指出了稿件处理意见实行反馈的积极意义，得出了在目前科技高速发展的情况下，科技期刊的稿件处理该实行反馈的结论。最后简要介绍了实施反馈的一些做法。     

Collaborative action research through technologically mediated agoras

The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training.     

‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy

Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice.     

Assessment for learning: a catalyst for student self-regulation

The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings.