天空地一体化自然资源要素监测体系及其应用

遵循山水林田湖草是生命共同体的发展理念,建设自然资源要素综合观测体系,系统获取长期、连续、多尺度、多要素的自然资源观测数据,为自然资源“两统一”管理和生态保护修复提供科学支撑,是新时代生态文明建设的重要举措。本文在阐明自然资源监测体系现状及存在问题的基础上,依据地球系统科学的理论基础,针对调查、监测、观测等不同探测方法的功能和技术路径,以系统化的视角论述了现代自然资源监测特点,对天空地一体化监测体系技术路径进行说明,并从宏观管理层面分析天空地一体化监测体系在自然资源统一管理中的具体应用,以期为自然资源统一管理工作提供必要支撑。     

The BCF-BERA Routledge Prize for joint development work between schools and universities

The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the needs of the labour market. The purpose of this multiple-case study is to describe the potential of teacher collaborative curriculum design (TCCD) in TVET colleges for improving the internal and external consistency of curricula. The study describes how four teams from different TVET college departments redesigned their programmes systematically and relationally to improve their internal and external consistency. The findings indicated that although the teams found the re-design task a challenge, they felt positive about the TCCD experience and its outcomes. The design teams also perceived the consistency of their programmes to have improved. The criticality of the support offered to the teams and the variety of the teams' design work were salient themes captured during the design process. It is concluded that supported TCCD teams, applying a systematic and relational approach, can be an efficient strategy for maintaining the consistency of the TVET curriculum.     

A collaborative assessment of students’ placement learning

The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life.     

A collaborative autoethnography study to inform the teaching of reflective practice in STEM

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.     

An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea

This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.     

Getting inside the insider researcher: does race-symmetry help or hinder research?

This article engages with methodological concerns connected to insider education research and the ‘race-symmetry’ shared between the researcher and teacher participants. To do this, race critical reflexive strategies are utilized to show how and why this practice productively contributed to the knowledge about race making constructed in my study, a research process I describe as getting inside my insiderness. However, these reflexive practices also helped me to develop a deeper awareness of the potential for what I now describe as White shadows to infiltrate research of this type. The conceptualization of White shadows is a useful tool to describe research practices that silence or deflect attention away from issues connected to race, and hence, White shadows help expose concerns about the potential for Whiteness to remain protected by research. There are two interconnected aims of this paper. First, to illustrate the sort of race reflexive practices called for, and in doing so, to demonstrate why they are valuable and helpful in (educational) research. Second, I hope to encourage a rethink of the insider–outsider relationship that typifies ethnographic research by shifting attention to explore the inside of insider research.     

协同创新能力评价指标体系构建——基于国家重点实验室的实证研究

解析了国家重点实验室协同创新能力的内涵与要素,梳理出协同创新能力的测量指标。通过德尔菲法、隶属度分析、相关分析和信度效度检验对指标进行甄别筛选,构建了国家重点实验室协同创新能力评价指标体系,采用模糊层次分析法确定了各级指标权重。选取化学领域的26个国家重点实验室作为协同创新能力评价的实证对象,对其协同创新能力进行模糊综合评价,对评价指标体系进行了验证。     

"211工程"高校图书馆虚拟参考咨询发展现状研究

本文在对“211工程”高校图书馆开展虚拟咨询服务的情况进行调查分析的基础上，指出目前我国开展此服务的具体模式以及存在的问题，并提出了几点建议。     

基于协同学理论VRD协同应用模型探究

从协同学理论角度,分析了虚拟参考咨询台（VRD）工作流程各个工作环节的协同关系.以此,探讨性地构建了虚拟参考咨询台协同应用模型,并指出该模型运行过程中需要注意的问题.