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.     

针对混流装配生产的综合性开放实验教学探索

工业工程的学科特点决定了混流装配生产实验在教学中具有重要的作用。该文介绍了基于MES、针对多品种混流装配生产的综合开放实验组织和实施过程，以及所取得的教学效果，对于综合性开放实验的设计和实施提供了可以借鉴和参考的实践教学经验。     

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。     

模糊幂群的结构

引入了模糊核和广义模糊核的概念,系统地讨论了各类模糊幂群的结构,给出了一类模糊幂群的构造定理.     

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.     

英语教学中如何实施文化背景知识教学

语言有着丰富的文化内涵。在英语教学中,文化主要指英语国家的历史,地理,风土人情,传统习俗,宗教信仰,生活方式,行为规范和价值观念等。针对忽视文化背景知识所造成的英语教学和教材中的问题,本文将从听、说、读、写、译五个方面浅谈如何在英语教学中灌输英语国家文化背景知识,而不是简单地教授语言知识和技能,从而实现跨文化交际教学法。只有这样学生才能在英语学习中具有全球视野,不仅学到英语语言知识,而且学到文化背景知识。