2023年全国科技馆运行情况分析

2023年全国科技馆持续提升服务能力和服务效能,总体建设、教育活动均表现出色,接待观众数量同比更创新高,增长率超90%。本文在2023年全国科技馆调查结果的基础上进行了分析研究,希望为科技馆的规划编制、决策部署、业务发展、项目研究提供参考,从而推动现代科技馆体系高质量发展。     

工业PC机的应用实例

计算机控制系统的基础是工业控制计算机技术,其灵魂是智能控制技术。而工业控制计算机有巨型机、中型机和工业PC机,工业PC机是计算机控制技术的一个重要应用领域,本文对工业PC机应用现状进行了分析,并介绍了工业PC机的应用实例。     

篮球防守技战术刍议

篮球防守技术作为篮球技术的重要组成部分,其对于比赛的胜利有着重要的意义。如何有效地提高球员的防守技术已经成为当今篮球发展中的一个重要研究课题。该文着重对此加以研究,以希冀能够对篮球运动员防守技术的提高有所裨益。     

专利网络分析在技术路线图中的应用

 简单介绍技术路线图的概念及绘制过程中存在的缺陷,提出可以将专利网络分析引入技术路线图中的想法。并在此基础上研究专利网络分析在技术路线图绘制中具体的实施办法和有可能带来的好处。最后,以美国的部分专利为例并利用分析工具Pajek作专利网络分析实施和应用的实证研究。     

基于专利引文分析的时间线技术

在对专利引文可视化技术现状进行分析的基础上,将基于引文分析的时间线技术运用到专利文献的可视化分析。详细阐述该技术的理论依据、设计思想,并用美国专利数据库中的DVD激光头专利进行技术应用,证明该技术能揭示专利文献中的技术热点及其发展演变,并挖掘关键技术。     

女子花剑团体赛得失分技术分析

归纳、筛选女子花剑团体比赛中主要的得分技术指标,统计分析运动员的得分技术动作,了解重点运动员的作战风格,引导运动员全面掌握得分技术,同时发挥技术特长,提出实战中应根据双方的技术和体能特点进行技战术安排等观点,为把握项目的技战术特点和针对性训练提供参考依据。     

香港科技大学学生事务工作研究及其启示

在学生发展理论的指导和市场经济的作用下,香港科技大学的学生事务工作形成了比较成熟完善的思想和体系,在机构设置、文体活动组织、就业指导、奖学金提供等方面贯穿了"全人教育"、"以学生为本"的工作理念。本文介绍了香港科技大学学生事务工作机构的设置、工作内容及特点等,以期为内地大学学生事务工作改革和发展提供启示。     

建构扶困助学通道努力实现教育公平——无锡职业技术学院扶困助学工作实践

扶困助学工作关系到学生公平、全面的发展,关系到学院的稳定和社会的安定,是一项复杂而艰巨的工程。因此,无锡职业技术学院一贯重视和加强扶困助学工作,通过开设"绿色通道"、"奖、贷、勤、减、助"、对优秀贫困生毕业时优先推荐就业等多种帮扶措施,确保每一位贫困学生不因家庭经济困难而辍学,积极有效地开展了扶困助学工作。     

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools*

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.     

From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge

Abstract

The European Higher Education Area has promoted reconsidering the role played by teachers at universities. Faculties are expected to design learning activities that promote the acquisition of competencies among students. In this context, technologies have garnered prominence as they contribute to creating student-centred learning environments. This study answers these research questions: (1) To what extent has university teaching changed with the implementation of digital technologies in university classrooms? What technology-based learning activities are incorporated in instructional designs by the teachers? (2) How does the faculty describe the integration of technological knowledge into pedagogical content knowledge when designing and developing technology-based learning activities? (3) According to university teachers, which other factors (intrinsic or extrinsic) determine the use of digital technologies in their learning designs? To answer these questions, we have collected data from two differentiated samples of university teachers using the Inventory of Learning Activities with Technology at the University and semi-structured interviews. First, the results reveal that teachers use technologies to carry out learning activities focusing on the content and the teacher. Student-centred learning activities are only timidly being incorporated. Second, the extent to which such activities are implemented is linked to the teachers’ techno-pedagogical content knowledge. Third, the factors that facilitate or inhibit teachers from using technologies in the teaching–learning process respond to intrinsic aspects, such as teachers’ knowledge and beliefs, but also to extrinsic and contextual issues, such as the discipline taught or institutional policy at the university regarding the use of educational technologies.