隐性知识、知识情境与图书馆空间建设

图书馆空间建设的本质是知识情境建设,知识情境建设的价值在于满足读者隐性知识获取和建构的需要。知识情境界定了图书馆空间的逻辑边界,是图书馆空间特殊性的具体体现,可以为图书馆空间建设提供理论支撑。图书馆可以根据知识情境理论,通过建设原始知识场、系统知识场、知识交流场和知识练习场打造高水平的图书馆第三空间。     

复杂语言关联情境下科技期刊品牌竞争力评价研究

【目的】提高科技期刊品牌竞争力评价的科学性和精确性。【方法】在考虑评价体系的多维度性、多要素性以及复杂关联性的基础上,构建了具有层次子网络结构的科技期刊品牌竞争力评价框架,并给出一种考虑复杂关联情境的评价方法。【结果】该方法借助二元语义信息表示模型,运用决策实验与评价实验室(DEMATEL)法确定评价框架中各维度及其构成要素的重要性程度,采用2-additive Choquet积分算子进行信息处理与集结,从而获得各维度及其综合评价值,并进一步计算出各维度对综合评价值的贡献。【结论】实例分析表明,该方法具有较好的应用价值,能为科技期刊管理者了解现状、有效管理和提升品牌竞争力提供决策支持。     

Beyond learning by doing: an exploration of critical incidents in outdoor leadership education

This paper argues that outdoor leader education and training is characterized by the development of procedural skills at the expense of crucial but usually ignored non-technical skills (e.g. contextualized decision-making and reflection). This risks producing practitioners with a potentially unsophisticated awareness of the holistic outdoor environment impeding the development of links between theory and practice. This paper analyses the application of critical incident theory to a study of undergraduates in a UK outdoor leadership degree programme in order to examine the processes of developing non-technical reflective skills in the students. The study examines a range of critical incidents in a purposive homogeneous sample of students who were asked to identify and reflect on critical incidents in practice settings of their own choice. These settings spanned from the United Kingdom to remote locations overseas. Qualitative data analysis was carried out using interpretative phenomenological analysis. The findings indicated that outdoor leadership programmes need to develop a broader and holistic skills base rather than concentrate on primarily physical and technical skills. A focus on the critical incident method early in education has the potential to equip practitioners with the holistic and complex set of skills required in the contemporary outdoor workplace.     

‘We came together on the idea of being “foreign”’: Teacher narratives for the teaching of immigrant and refugee youth

In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.     

A tale of two algorithms: The appeal and repeal of calculated grades systems in England and Ireland in 2020

The Covid pandemic and the cancellation of state examinations caused unprecedented turmoil in the education systems on both sides of the Irish Sea. As the policy of calculating grades using purpose-built algorithms came undone in the face of a barrage of appeal, protest and legal action, the context in which the policies had been devised collapsed. The British and Irish governments had initially adopted similar approaches to issuing examination grades, but then diverged into different stratagems pre- and post-results, with significantly different outcomes. The Irish examination system emerged relatively unscathed, while the system in England suffered what was probably its greatest policy failure of modern times. This article examines and memorialises how and why this happened, and draws lessons for a future in which school closures and substitute examinations become the ‘new normal’.     

改革开放以来中国老年教育发展研究:脉络分析、理论样态和学术支撑

自20世纪80年代以来,我国老年教育研究已成为构建终身学习型社会中的重要使命和责任担当。目前尚未有文献对我国老年教育四十余年的研究进行梳理,故采用文献计量和文本分析的方法,以准学科的视角,构建发展脉络、理论样态和学术支撑的分析框架。研究得出以下结论并提出展望:领域交叉性强,亟待增强理论原创研究;研究力量分散,亟待建立“学术共同体”;研究范式单薄,亟待发展独立范式方法;学术话语缺失,亟待扩大研究成果影响。     

简述塞尔的言语行为理论

言语行为理论是由英国哲学家奥斯汀于20世纪50年代末所提出的，美国语言哲学家塞尔在批判奥斯汀理论的基础上发展了言语行为理论，并提出了间接言语行为理论。本文主要从三个方面看塞尔言语行为理论的发展：对奥斯汀行为理论的继承和发展，对意义理论的发展．间接行为理论的提出。     

英汉翻译中的词语选择

To those whose interest is in translation, an important topic for study is the choice of words. As lexicon is the mostactive and the liveliest component of a language, in the course of translation, due attention must be given to the analysis andcomparison of words and phrases before a suitable word or phrase is chosen to convey the meaning in the original version.Meanwhile, English words and phrases are rich and the same words or phrases may be different in meaning in a certain context,therefore, the diction in translation from English to Chinese is undoubtedly a matter of importance.     

Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China

Abstract

This quantitative study investigated and compared the development of professional learning communities in schools located in two Chinese cities, namely, Shanghai and Mianyang. The two cities have significant differences in terms of educational, economic, social, and cultural development. While Shanghai is a directly controlled municipality in East China, Mianyang is a city of Sichuan Province in Southwest China. Based on the literature review and an analysis of the Chinese context, the authors developed a questionnaire to explore and compare the professional learning community (PLC) practices of schools in the two cities. Findings show that schools in Mianyang had more PLCs practices than those sampled schools in Shanghai, in terms of collaborative learning and facilitative leadership. Such differences could be explained by the educational, economic, social, and cultural differences between the two cities. Practical implications for school development in both Shanghai and Mianyang as well as suggestions for future research are provided.     

如何加强高校校园文化创新教育

伴随着高校教育发展这一总课题,校园文化创新的产生、发展和传递,是一个相对复杂的过程。但在今天,每所大学含有风格独特、令人自豪的校园文化如何加强创新,则是带有普遍意义的课题。本文从校园文化的直接创新和间接创新两个层面作一探讨。