Knowing everything from soup to dessert: an exploratory study to describe what characterises students’ vocational knowledge

Students’ vocational knowledge can be defined as all knowledge students require performing within occupational practice. In the context of vocational education and training, students’ vocational knowledge is often discussed from a perspective of either what should be taught and learned in schools or different kinds of knowledge students should gain in occupational practice. Much less focus is on students’ vocational knowledge itself. This exploratory in-depth study aims to describe what characterises students’ vocational knowledge. To explore students’ vocational knowledge, an analytic framework is used to describe vocational knowledge characteristics specifying: (1) occupation-specific knowledge components, and (2) qualities. Results show the framework provides a structure to gain insight into the nature and meaning of vocational knowledge, and is valuable to describe characteristics in terms of knowledge components such as technical procedures or the social and occupational environment, and qualities such as richness, complexity and specificity. Additionally, to use an existing framework – originally developed in the contexts of ICT and Social Work – its usefulness is explored in a new context, namely, the hospitality industry. Recommendations about the framework serving as a potential tool to support students’ learning processes are provided.     

"技术数学"与"高等数学"之比较

本文对“技术数学”与“高等数学”进行全面的比较，着重分析在高职教育中开设“技术数学”的意义、框架和实施原则。     

加快中小企业技术创新的思考

本文在分析我国中小企业技术创新存在问题的基础上提出，推动我国中小企业技术创新，必须注意完善中小企业技术创新的制度环境，充分发挥经济手段的扶持作用，实施针对中小企业的科技支持计划，完善中小企业市场进入制度，加强中小企业经营管理能力的培育，完善中小企业的信用担保体系和中介服务体系，加快资本市场发展，加强对科技创新创业的地产激励。     

高职高专实验心理学教材内容体系的建构

结合实验心理学的教学实践,对实验心理学教材和教学的现状进行分析,对高职高专实验心理学教材的内容体系(实验心理学的基本理论、基本实验、新技术)的建构进行了初步探讨。     

加快文化科技创新 推动文化产业发展

文化科技创新是推动文化产业发展的根本动力。文化科技创新对文化产业发展的推动主要表现为:通过催生文化新业态,拓展文化产业边界;通过促进文化产品或服务创新,提升文化吸引力;通过拓展传播路径,增强文化辐射力。政府和企业的协调努力是实现科技创新、推动文化产业发展的保障。     

面向企业创新服务的大数据智能分析机制探讨

大数据智能分析是企业技术创新的新希望,也是科技信息机构在服务转型的压力下所面临的新机遇。应用大数据智能分析,企业可以从海量多样的数据中,深入挖掘并呈现满足创新需求的各种关联信息,获得洞悉,并做出更为准确的创新决策。文章面向企业技术创新服务,讨论大数据智能分析系统的机制,并以大数据类型——结构化和非结构化数据为中心,介绍它们不同的处理技术。由于计算机处理结构化数据的简易性和精准性,文章将数据的结构化处理技术作为主要的议题进行讨论,介绍实用的标准技术DITA。最后,以作者研发项目为例,介绍与大数据分析有关的工作及展望。     

基层文化建设实践探索与发展思路——以青岛开发区辛安街道为例

基层文化建设是社会主义事业的基础工程,总结基层文化建设实践经验、探讨新形势下的发展思路十分必要。新时期基层文化建设应把握文化建设重要战略机遇期,遵循全面协调科学发展、社会主义核心价值体系引领、文化机制体制创新、服务体系完善与文化资源整合、民俗文化保护传承等基本要求,从组织领导、投入机制、队伍建设、发展环境等方面加强保障措施,实现基层文化事业大发展大繁荣。     

技术视角下的教育范式变革

面对21世纪全球化以及技术革命的挑战,教育范式转变已是大势所趋。教育的全球化、信息化、个性化、多元化是教育范式变革的出发点,只有以此＂四重化＂教育范式指导下的教育系统才能真正实现教育＂面向现代化、面向世界、面向未来＂,才能培养出具有创新精神的个性化人才,也才能使我国的教育取得突破性的进展。技术是教育范式转变的必要条件,为教育资源的全球化共建共享、信息技术与学习环境的全面融合、创新型人才的个性化发展,以及多元化的教与学方式提供了有力支撑。     

Alternative ways of expressing and reading identity

This paper explores the use of an ‘anti-CV’ (anti-Curriculum Vitae), or identity portfolio, as a data collection instrument in research with young people. We analyse four visually based anti-CVs created by participants in a project on youth transitions, exploring their use of symbolism and space to show how these young people reworked public narratives in their crafting of identity at the child–adult border. We use Gillian Rose's framework from 2001 for the analysis of visual material to interpret the portfolios in terms of the context of their production, their content and the audience for their performance. We argue that the anti-CV offered a more participant-led research process than the standard interview, but at the same time led to methodological and ethical complexities: respectively, concerning the significance of the research team as audience for the anti-CVs, and the intrusion into participants’ lives that photographs in these portfolios offered.     

Why are teacher recommendations at the transition from primary to secondary education socially biased? A mixed-methods research

The consequences of educational differentiation have been at the centre of research in sociology of education during the past decades. Processes of educational allocation have, however, received much less attention. Despite the fact that research has shown that teacher recommendations in France and Germany are partly determined by pupils’ social background, studies that inquire into the causes of this social bias seem to be virtually inexistent. This study aims to examine whether teacher recommendations at the transition from primary to secondary education in Flanders (northern, Dutch-speaking part of Belgium) are also socially biased, and if so what causes these differentials in advice, using a mixed-methods design. We found the advice given by primary school teachers to be partly determined by pupils’ social background. Analysis of the qualitative data suggests that teachers tend to evaluate pupils from low socio-economic status backgrounds less positively, due to their emphasis on specific pupil characteristics.