高校研究生创新能力多级联动培养机制初探

目前我国研究生培养主要采用导师负责制,以课程学习及跟随导师团队完成科研项目和学位论文为主。由于激励措施不足等原因,研究生参与创新创业类活动的积极性较低,研究生的创新意识、创新思维和创新能力都有很大的提升空间。因此,有必要建立一种兼顾导师培养、学院创新训练以及创新成果激励三位一体的研究生创新能力多级联动培养机制,以达到提高研究生创新能力的目标。     

转型与反思：百年高校图书馆发展规划——以新疆大学图书馆为例

党的十九大提出加快一流大学和一流学科建设,实现高等教育内涵式发展的工作要求。作为一家有近百年历史的高校图书馆,正不断遭遇前所未有的危机和挑战。百年历史的高校图书馆如何转型,满足当前高等教育发展要求,文章以新疆大学图书馆为例,从读者服务、学科服务、创新技术等方面展开论述,讲述拥有百年历史的高校图书馆发展的新华章。     

殷光熹《楚辞》研究综述

本文仅就殷光熹教授有关《楚辞》研究的部分重要成果作了简介,供学习或研究《楚辞》者参考。     

深入扎实全面做好民族工作 开创各民族和谐繁荣发展新局面

过去的五年,是青州市民族工作大发展的五年。取得辉煌成绩的原因,得力于党和政府的正确领导,法规政策贯彻到位,各族干部群众齐心努力。今后,我们要以邓小平理论和“三个代表”重要思想为指针,根据中央、省委、市委民族工作会议精神,牢牢把握“共同团结奋斗、共同繁荣发展”这一主题,认真落实加快民族经济社会发展的政策措施,突出要务,服务大局,深入扎实全面作好民族工作,再接再厉,开创各民族和谐繁荣发展的新局面。     

依恋与青少年学业的关系及对素质教育的启示

依恋的类型是个体判断自我是否有价值、他人是否能够依赖的依据。自我系统中的自我价值感是学生在学习中能够自主学习,能够在应对压力情境时表现出稳定情绪的核心。安全型依恋使得个体发展过程中学习动机由外在向内在平稳过渡,有着内在动机倾向的学生在面对挑战性任务时比较不容易放弃,也能取得较好的表现。     

建国以来汉语语气词研究述评

建国以来汉语语气词研究取得了巨大成绩：描写比较详细充分；绝大多数语气词的发展轨迹已较清楚；随着描写的深入，功能解释开始并重。不过不足也很明显：系统性研究不够；方言语气词与普通话、汉语史的联系不够；语气词语气意义的概括不够；从比较语言学和普通语言学角度研究语气词很不够。     

SiO2和聚乙烯醇双负载纳米ZnS对CO2的光催化还原反应

Nanosized photocatalyst ZnS particles supported on silica and polyvinyl alcohol was successfully prepared by complex transformation method. The photocatalytic reduction of CO2 was carried out in the presence of nanosized ZnS catalyst irradiated by a high-pressure mercury-vapor lamp to give the main products of formaldehyde and ethanol. The catalytic ability of ZnS characterized by the uptaken rate of CO2P volume in the reaction system depended upon the preparing conditions of nanosized ZnS catalysts. Decreasing the concentration of Na2S and increasing the molar ratio of oxygen in the PVA to Zn2 could result in the decreasing of the size of ZnS parti-     

The role of perceived classroom goal structures,self-efficacy,and engagement in student science achievement

Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.

Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.

Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.

Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.

Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.

Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes.     

高校后勤服务质量标准与绩效考评刍议

“以优质服务求发展，以科学管理创效益”是新时期高校后勤服务的理念。制定服务质量标准、实施绩效考评是提高服务水平，促进高校后勤标准化、规范化、科学化建设的必要措施。这些措施使得高校后勤服务质量“软指标”，实现“刚性化”。服务质量标准为绩效考评提供可供检测、分析的明确对象；绩效考评是检查、判断是否实现了服务质量标准的必要环节。