专创融合教学模式的建构逻辑与实施体系

基于对专创融合教学模式内涵外延的分析,建立了以"建构"为核心的专创融合教学模式的结构框架,并从教学理念、教学情境、教学平台、教学过程、教学方法、教学评价等关键要素出发,分析了专创融合教学模式的建构理路和改革逻辑。同时,为推动专创融合教学模式的有效实施,从深化产教融合、驱动教学改革、助力成果转化、打造产学研创用一体化平台的角度,提出了专创融合教学模式的实践路径与实施体系。     

The Logic of Practice and Development Opportunities of Digital Transformation of Education

“Digital transformation of education” is a hot topic of present educational reform and the development tendency of future educational innovation. Digital transformation of education, as a process stressing technology-driven educational innovation and reform, boasts the importance of development in its birth and practice. It is driven jointly by social and cultural transitions, the impetus of technical innovation, the guidance of national policies, and the endogenous development of the education system. The logic of practice of the transformation can be regarded as the behavior choice dominated by value and intentions, and the underlying generation principles in practice comprise the “problem-driven + concept-led” principle, the “system evolution + innovative breakthrough” principle, and the “value assessment + iterative optimization” principle. At present, under the background of constructing the new ecology of a smart society and a high-quality education system, and under the pressure of COVID-19 pandemic, the transformation faces golden development opportunities. Nonetheless, the present transformation practice still has some differences from the expected value orientation. Therefore, it is required to research and develop a mature digital education model or framework, carry out a national digital education preparation campaign, work for pilot schemes for the transformation at all levels and of all kinds, attach importance to theoretical research on education relating to the digital transformation of education, and more actively embrace the new wave of educational reform worldwide.     

对《逻辑哲学论》科学观的逻辑重构

前期维特根斯坦的哲学是一种语言批判,通过对语言的逻辑进行研究,为可说和不可说的领域划定界限。在逻辑分析的视角下重构他的科学观,能更清楚理解他对科学的定位和评价。他的科学观表现为:(1)哲学与科学既非奠基、也非取消的关系,哲学在科学之外,为科学划定界限;(2)逻辑之知具有先天性和必然性,科学之知具有后天性和偶然性;(3)自然律的形式桥接了逻辑形式和自然律的内容,保证了科学知识中形式和内容的统一。前期维特根斯坦独特的科学观,可以为进一步思考科学的本性、哲学与科学的关系提供重要启示。     

职业本科教育服务高质量发展的新格局与新使命

稳步发展职业本科教育是实现教育高质量发展的关键一环,更是撬动国家高质量发展的重要支点。新时代职业本科教育要紧紧围绕国家高质量发展的底层逻辑开展服务,并在服务过程中助推我国职业教育高质量发展。为更好地服务国家高质量发展战略,发展职业本科教育需要肩负起以下使命,一是扎根城市发展需求,服务区域经济与社会发展布局;二是丰富校企合作形式,提升我国企业的产业创新能力;三是开设紧缺性专业,加速建成中国化的现代产业体系;四是优化教育内在结构,稳步推进高质量教育体系建设。同时,为保障职业本科教育服务国家高质量发展的愿景,还应该制定相应的保障措施,首先,建立类型化的职教高考,保障职业本科教育招生的正义性;其次,制定严格的专业教学标准,保障职业本科教育人才培养质量;最后,完善技术人才政策支撑,保障职业本科教育毕业生职业发展。     

知识社会学视域下课程思政的内在逻辑与实现路径

知识社会学作为研究知识与社会之间关联的理论和方法,将知识作为研究对象,提出了知识的价值负载性与社会建构性的命题,为课程思政提供了新的分析路径。课程知识在不同的教育场域中,依据不同的建构规则存在着不同的内在规定性和表达。知识的“生产场域”蕴涵课程思政的育人本源,“再脉络化”场域孕育课程思政育人的生长点,“再生产”场域中教学实践的转化推动着课程思政育人价值的实现。知识社会学视域下课程思政的实现,必须尊重课程知识的特性,把握课程思政育人的内生路径;须关注不同形态的课程知识,探索课程思政与社会境域的双向互动;须增强不同类型课程知识的内在联系,系统推进“大思政”格局;须转变教师课程角色,实现课程知识的再生产。     

全球教育治理的过程机制与内在逻辑：以国家资历框架制度为例

国家资历框架在全球范围内的广泛运用体现了全球教育治理的进展。国家资历框架的发展过程体现了全球教育治理多元主体参与、治理多层化和网络化的治理结构,也体现了全球教育治理中自上而下、自下而上以及横向扩散的复杂政策过程。国家资历框架的发展过程还说明经济逻辑与社会逻辑的协调演进是全球教育治理的内在逻辑。全球教育治理应当回应新时期全球背景和形势的变化,推动国家资历框架的发展与变革。     

卡诺图在数字逻辑电路教学中的应用

文章通过具体实例的验证,对卡诺图在数字逻辑电路教学中的典型应用进行总结概括,系统地掌握卡诺图的应用可以使学生在学习过程中达到事半功倍的效果。     

关于数字逻辑电路教学改革的探讨

针对应用型本科学生的特点,对传统的数字逻辑电路进行了改革探讨。通过在教学内容和实践上采取的改革措施。取得了较好的教学效果,提高了学生的学习积极性。     

“镇管社区”治理模式的生成逻辑与运行机制研究——以上海市浦东新区为例

＂镇管社区＂是20世纪90年代浦东率先开始探索的基层社会管理体制。从生成逻辑看,镇管社区是快速城市化和＂大区域＂管理过程中体制性妥协的产物。从运作体制机制看,镇管社区已经逐渐建立起了＂三委三中心＂的体制架构以及包括社区服务机制、民主管理机制、社区公共事务共管机制、共商共治机制等系列运作机制。从未来发展看,镇管社区的未来存在三种可能：一是＂撤镇变街＂,二是＂撤街变社＂,三是＂强镇扩权＂。     

Process reference frameworks as institutional arrangements for digital service innovation

Information systems (IS) service organizations are increasingly more concerned with their ability to co-create digital services with customers in service ecosystems. Practitioners and researchers, however, lack understanding of which organization mechanisms effectively contribute to IS organizations’ innovation practices. Grounded in service-dominant logic, we hypothesized that process reference frameworks (PRFs), such as the IT Infrastructure Library (ITIL), act as institutional arrangements through their norms, rules, and practices, enhancing IS organizations’ ability to innovate digital services. Data collected from 159 IS organizations confirmed our hypotheses, showing that effects on digital service innovation are mediated by an organization’s digital service climate and co-creation practices. This study makes four major contributions. First, our results contribute to the literature on service-dominant logic and the role of institutional arrangements in facilitating service innovation in service ecosystems. Second, our study offers a novel understanding of PRFs’ role in value co-creation and digital service innovation. Third, by introducing the digital service climate from existing theoretical frameworks that might assist in conceptualizing the role of culture and shared meaning, our study contributes to further theorizing on the social factors that influence service ecosystem practices. Finally, our findings can motivate IT managers to consider using PRFs to develop capabilities for creating business value together with customers.