Endorsed and Applied Rules of Relationships Reported by Teachers

Recent academic debates on the geography curriculum for schools have highlighted the need for more focus on how knowledge is socially produced. While this may help to bridge the gap between the school curriculum and epistemological developments in academia, it is unclear how such theoretical frameworks can improve pupils' learning about the world. In this paper theoretical approaches to knowledge are challenged by considering, from an alternative viewpoint, how pupils themselves act as knowledge producers. Drawing on the holistic educational philosophy informing the Steiner-Waldorf approach to curriculum knowledge and pedagogy, it is argued that subject knowledge needs to suit the way pupils' thinking naturally evolves, giving particular attention to the role that imagination and sense of wonder play in both the cognitive process and pupil engagement. The epistemological status of the pupil in geography education can therefore be enhanced by considering approaches to education that operate outside normal scientific and rational paradigms. This has relevance for the wider debate on more flexible, post-industrial forms of learning.     

Assessing Technology Based Instruction in Biology and Geography

Abstract

The article is a report on a development project arising from collaboration between the Department of Education in the University of Oulu, the university training school in Oulu, and some secondary schools in Northern Finland. The key aims of the project have been to promote the use of Information and Communication Technology (ICT) in teacher education and in schools, to develop methods for distant education, and to train student teachers in telematics instruction in biology and geography. The concept of pedagogical action, socio-cultural communicative perspective, constructivist views of pedagogy, ideas of reflective teachers and learners, and new forms of assessment provided the theoretical basis for the project. The main findings were that student teachers are able to plan, conduct, and evaluate telematics instruction. The greatest problems are technical problems and lack of time. Sustained and effective communication between students, local teachers, student teachers, and supervisors is seen to be the key to the successful cooperative work in developing curricula and instructional methods in telematics learning environment.     

我国区域创新系统内知识存量投入产出效率测度

本文通过应用DEA模型对我国30个区域创新系统内知识存量投入产出效率进行了测算,其结果显示我国区域创新系统内知识存量投入产出效率除部分地区外整体偏低,区域内知识资源投入产出要素的规模效率普遍呈现递减趋势.     

论区域性服务主导型数字图书馆之技术与理念

在数字图书馆联盟阶段,我们要推广的是需求驱动性的服务主导型意识,力求引领信息资源与系统技术朝着更加便利于用户操作的方向发展。     

黑龙江省城市化经济驱动因素实证分析

区域产业结构演变与城市化响应是耦合的动态演变过程。在此过程中,城市化对于区域产业结构演变的响应表现为两者衡量指标的线性或非线性相关关系。以利用SPSS软件系统进行多元回归模型为主要的定量分析手段,选取黑龙江省作为研究的典型地域,之所以选择超大城市地域,是因为超大城市是东北地区区域发展的核心增长极,超大城市的发育成熟度及城市与区域产业发展和升级相互作用程度在东北地区乃至全国具有深刻的代表性。通过建立模型群,着重分析黑龙江省城市化过程与产业结构演变间的关系。     

民族地区工业化的发展进程

民族地区的工业化经历了改革开放前(1953-1978)的奠定基础时期、改革开放后(1978-1999)的快速发展时期和西部大开发后(1999-2006)民族地区的工业化结构调整时期.本文按照这三个期间,分阶段对民族地区工业化的发展进程展开了详细的论述.     

区域教育规划与区域经济的发展研究——以广西来宾市为例

广西省来宾市经济快速发展,已经步入了工业化发展时期,工业成为来宾市经济发展主动力,但是产业结构发展不均衡,产业技术需要不断更新,人才需求量大,需求专业类型多。面对多重发展机遇,来宾市需要教育先行,合理规划,优先发展区域教育,以振兴区域经济。     

数字矿山建设中的矿山测量

随着地球空间信息科学的迅速发展,数字矿山(Digital Mine,DM)概念和建设得到了矿业界的足够重视.矿山测量作为最基础的工作,须有新的理念和内容.文章在讨论数字矿山的概念、意义、特征和基本组成的基础上.重点讨论了矿山测量工作在数字矿山建设中的任务、技术支撑、主要研究内容以及矿山测量的工程化.     

中国转型经济背景下创业地区差异的决定因素研究

 研究我国地区创业差异的决定因素,解释为什么不同地区创业水平存在差异。采用面板数据模型对我国29个地区1996-2006年的数据样本进行了检验,发现人力资本、私人财富和失业是地区创业差异的重要决定因素,市场需求增长也是重要的影响因素,但它主要通过人口收入的变化对创业产生影响。同时,进一步对1996-2001和2002-2006两个阶段进行了检验,发现各因素对不同阶段地区创业的影响存在差异,收入变化和人力资本因素一直产生显著影响,而人口变化、产业结构变化、失业和私人财富因素对地区创业的影响存在逐渐增强过程,后一阶段才表现出显著影响。这篇文章的研究结果最终解释了创业地区差异的成因,对于深入理解我国地区创业的特征将很有帮助。     

区域投入波动与增长的数量关系研究

以生产经济理论为基础,利用扩展的生产函数,构建了区域经济要素波动与区域经济增长的分析模型,并利用我国省市区的经济产出、投资、出口与消费需求数据及其派生数据,计算分析了1981-2003年区域经济要素投入波动与区域经济增长的数量关系。分析模型估计结果显示,区域投资、出口、消费需求等经济要素波动对中国区域经济增长产生显著影响,且这种影响是负面的,其中以出口波动的负面影响最大,消费需求波动的影响次之,投资波动影响最小。这在一定程度上说明,不仅增加区域投资、劳动力投入和出口可以促进区域经济增长,而且减少区域出口、消费需求和投资的波动也会促进区域经济增长。