市场竞争与创新:熊彼特假说及其实证检验

熊彼特认为垄断有助于创新的实现，这一假说对经济学家和政策制定者产生了巨大的影响。本文对该假说的涵义进行梳理，介绍已有的实证检验结果，并结合我国工业实际情况对熊彼特的观点进行实证检验。研究表明，竞争，而不是垄断，更有助于创新。     

工艺创新机制研究:来自中国汽车企业的实证

现有产品创新研究文献远远多于工艺创新文献,而对于工艺创新机制的研究更为少见。本文结合文献调研、专家访谈和汽车企业工艺实践,构建了汽车企业工艺创新机制理论模型和研究假设,利用结构方程模型对假设进行了检验。研究发现,决策机制对动力机制、组织机制和激励机制有正向作用,但决策机制对企业工艺创新能力没有直接影响;动力机制、组织机制直接影响工艺创新能力,动力机制的作用相对较弱;组织机制对激励机制的正向作用和激励机制对工艺创新能力的正向作用都没有通过检验。本文对丰富工艺创新研究具有重要的学术价值,研究成果有利于促进企业和政府加强对工艺创新重视。     

代数偏微分方程组的对合特征集方法分析（英文）

基于Wu-Ritt特征集方法和V.Gerdt的对合除法, 我们定义了非线性偏微分方程组的关于一般延拓方向的对合特征集 (ICS). 影响ICS方法的两个主要因素为: 延拓方向和变量的序. 本文中, 应用ICS方法处理在计算偏微分方程组的对称群过程中产生的大型偏微分方程组. 在实验的基础上, 总结了对于ICS方法较好的延拓方向和变量的序.     

“互联网+”环境下大学生网络信息消费影响因素的实证研究

[目的/意义]为探究互联网+环境下大学生网络信息消费的影响因素,[方法/过程]通过对国内外研究现状以及互联网发展现状的了解,探讨分析了大学生网络信息消费的内涵、大学生网络信息消费的现状以及互联网+对大学生网络信息消费的影响,并采取实证研究的方式,运用SPSS软件对调查问卷所得数据进行信度分析、效度分析、相关性分析和主成分分析,[结果/结论]得出大学生网络信息消费的主要影响因素,并针对大学生网络信息消费当前存在的问题给出优化对策。     

互联网环境下服务质量决定因素的实证研究

为促进我国互联网商务的发展,本文根据传统环境下的SERVQUAL模型、技术采用模型和自服务技术理论,识别出了e 服务质量的决定因素,并提出研究模型及相应的假设。选择中国B—C网上经营环境为背景,以网络调研的方式收集了138份客户的样本数据,利用SPSS11 0软件对该研究模型进行了检验。检验结果表明:信任、易用性、反应性和可靠性是e 服务质量的决定因素。其中,信任的影响作用最大,其次是易用性、反应性,可靠性的影响较小。     

基于Maple的理论力学教学实践

利用Maple强大的符号与可视化功能,方便、快捷、形象、直观地求解了理论力学中的几个具体问题,实现了基于Maple的理论力学可视化教学.Maple在数值计算和数据可视化方面具有较强的能力和特色,能简单、快捷地处理理论力学中自由落体偏东微分方程的求解,有限长度线段引力场的场强和引力势的计算问题,并同时绘制出数值解的2D、3D图形.列举了傅科摆的运动轨迹、洛伦茨方程求解计算的可视化结果,给出了洛伦茨方程求解的Maple程序.具体实例表明,用Maple来完成微分方程的求解和数值计算,实现复杂运动过程和计算结果的形象直观化,便于对各种初始条件下各变量的关系进行比较分析.对于物理教学提供了一种方便、快捷地实现可视化教学的方法.     

圆形镜平面腔数值迭代计算

从菲涅尔-基尔霍夫积分衍射方程出发,推导了圆形镜平面腔所满足的自再现模迭代方程,给出了数值迭代方程的具体形式和TEM00、TEM01、TEM10 3个模式的具体迭代方法。分析计算了3个自再现模的形成过程、单程损耗及相位等特性,并比较了不同菲涅尔数时各模式的本征值和衍射损耗。该方法为研究圆形平面镜谐振腔的激光模式、损耗特性及相位提供了可靠的理论方法,具体的数值迭代方法也可推广应用到其他类型的谐振腔。     

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.     

Unpacking teachers’ intentions to integrate technology: A meta-analysis

The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed.     

数学建模在高等数学教学中的应用实例

数学建模的思想已经渗入理科各个学科,而数学建模真正走进课堂还需要认真探讨与实践。分析了高等数学教学中结合数学建模思想的重要性与可行性,联系高等数学教学中的一个内容即微分方程问题,探讨了高等数学教学与数学建模的有机结合.