浙江省科技人员构成及发表论文概况

根据《中国统计年鉴》、《浙江省统计年鉴》和１９８８－１９９８年《中国科技论文统计与分析（年度研究报告）》中的数据,统计分析出１９９８年浙江省有自然科技人员６０３９３４人,其中科学家和工程师为８４０６２人,平均每万人有自然科技人员１３５人,有科学院和工程师１９人,浙江省科技人员每年平均发表国内论文３８１７篇,居全国第９－１１位,发表国家论文５５４篇（其中《ＳＣＩ》论文２３４篇）也居全国第９－１１位。     

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation,identity, and achievement: A short-term longitudinal study

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.     

“特楼”纪事

＂特楼＂是指位于北京中关村北四环以北的三座20世纪50年代建造的居民楼。围绕着这组建筑及其居民们的历史,本文从一个特殊的视角反映了中国科学在上世纪后半叶的发展历程,以及中国一些顶尖科学家与科学工作者们的工作和生活情况。     

百年复兴与科学家精神的形成

在中国共产党的领导下,中国科学家在民族百年复兴路上,传承传统知识分子的家国情怀,践行科学救国、报国、兴国、强国的初心理想,形成了与西方科学家迥然不同的精神气质,塑造出宝贵的中国科学家精神。科学家精神作为中国共产党百年精神谱系的组成部分,是建设世界科技强国、实现中华民族伟大复兴的强大力量源泉之一。在党史学习教育中认真学习、弘扬传承科学家精神,为实现高水平科技自立自强汇聚磅礴力量。     

科技人员薪酬激励状况的实证调查与政策建议-以江苏省徐州、扬州和常州三城市为例

摘要：薪酬是影响科技人员满意度的重要因素,进而影响了科技人员的工作绩效。在江苏省委组织部“333工程”课题组的《江苏省科技人员收入差距调查研究及政策建议》调查所得数据的基础上,分析了苏北（以徐州为例）、苏中（以扬州为例）、苏南（以常州为例）地区的科技人员的薪酬激励状况,对比分析了性别、区域等因素对科技人员激励薪酬的影响,得到了一系列富有启示意义的结论,最后提出了相应的政策建议。     

科学危机的哲学干预及其政治取向——论阿尔都塞的科学危机观

阿尔都塞认为科学的危机实质上是科学家自发的哲学的危机,因此危机的化解必须通过哲学的干预才有可能,但由于哲学又与实践的意识形态相关联,可能通过对科学的盘剥利用来确征自身的合理性,这就使得哲学成为了应对与化解科学危机的主战场,由此必然导致哲学的内容与工作方式发生根本性的变化。阿尔都塞建立了科学、哲学与政治之间的互动机制,但由于他过于强调政治意识形态而忽视了科学与哲学的相对自主性,这就使得他对科学危机的解释力大打折扣。     

我与钱亚新先生——我与老一辈文献分类学家（回忆录）之五

通过白国应回忆与钱亚新先生的交往和合作经历．介绍了钱亚新先生的生平及其图书馆学学术成就。     

我与顾家杰先生——我与老一辈文献分类学家（回记录）之七

通过白国应回忆与顾家杰先生的交往经历,介绍了顾家杰先生的生平以及他在图书馆学术研究方面的成就。     

融合多源数据的科研人员画像构建方法研究

[目的/意义]大数据时代需要将"人"数据化,科研人员也需要数据化。科研人员画像的建立,对于科研管理层全面了解科研人员的信息、客观评价其研究水平等有重要作用,可以作为分析科研人员研究行为或专家推荐的基础,提高科研管理效率。[方法/过程]首先提出科研人员画像的概念,认为其是描述科研人员信息的标签的集合。其次,以个人主页、知网、基金网等多个异构数据源的数据为基础,提出融合多源数据的科研人员画像构建方法,分别从科研人员的基础属性、科研偏好和科研关系三方面形式化描述了科研人员信息,并提取各个维度的标签,以可视化的方式展示其画像。最后,分别以国内外两位科研人员为例,说明了科研人员画像构建方法的可行性。[结果/结论]科研人员画像的构建适用于国内外的科研人员,能够全面描述科研人员信息并直观展示出来。     

Using educational theory and research to refine agricultural extension: affordances and barriers for farmers’ learning and practice change

Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.

Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.

Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.

Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.

Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.

Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.