创新生态系统:概念差异、根源与再探讨

创新范式从线性创新发展到创新系统再到如今备受重视的创新生态系统,各界均展开了丰富研究。通过对创新生态系统概念的梳理,发现到目前为止学界对概念的理解由于学科来源和理论视角的差异并未达成共识,针对此问题文中提出差异根源为系统主体的异质性和多样性,边界的模糊和流动性特征,并进一步总结概念的优化进展情况,最后在此基础上提出：创新生态系统是为了实现价值共创以企业为核心的创新组织之间、创新组织与创新环境之间形成协同创新的共存共生共荣的动态网络系统,并强调两个创新点：“有限隐喻”和对“用户”的重视。     

统筹发展城乡公共品供给制度

中国现行城乡公共品供给制度不但不能适应经济改革的需要,反而对社会经济的全面发展具有严重的负面影响,因此现行城乡公共品供给制度迫切需要统筹改革。当前城市公共品供给制度改革的重点,在于优化和调整供给项目、适时控制供给水平;农村公共品供给改革的重点,在于加强制度建设,提高总体供给水平。     

How can gender affect psychopathology in Lebanese school‐age children?

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.     

"2+2"发展性教师教学评价初探

目前,我国中小学教师教学评价存在评价主体单一,评价目的发生偏差,评价方式形式化,重视效果评价等问题.这给教师的发展设置了障碍,如何提高教师教学评价质量成为急待解决的问题."2+2"发展性教师教学评价提倡"教师互评",注重"教师自评"和"师生共勉"等,这给我们以很大的启发,不失为促进教师和学生发展的良好途径.     

当前影响我国贫困山区发展的两个问题及解决意见

本文提出了两个问题:一是对贫困山区的认识问题,即我国贫困山区究竟是经济建设中的包衭,还是一个潜在的巨大生产基地?二是发展战略问题,即先抓单项并发以尽快脱贫然后再解决致富,还是一开始就有计划地进行综合开发和建设,把发展生产与建设环境结合起来,把脱贫致富与建设商品生产基地、持久地提供商品和财富结合起来?全文对这两个问题都作了较详细的论述,并给出了明确的回答。     

Development of decoding,reading comprehension,vocabulary and spelling during the elementary school years

The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each skill wasthe same. To describe the development in terms of a latent variable evolvingacross grades, the structured-means version of the structural equationmodel was used. The growth was expressed in terms of effect size. Withrespect to the first question, clear seasonal effects were found for readingcomprehension, vocabulary and spelling, while the seasonal effect fordecoding efficiency was restricted to the early grades. Progress tended tobe greater from fall to spring than from spring to fall. For decodingefficiency, and to a lesser degree for vocabulary and spelling, growthshowed a declining trend across grades. For reading comprehension, theprogress in grade 2 was lower than the progress in grade 3, but progresswas declining across higher grades. With respect to the second question,it appeared that initially low performers on reading comprehension,vocabulary and spelling tended to show a greater progress, especially inperiods where the largest amount of instruction was given. Although it wasfound that the low, medium and high ability groups remain in the sameorder, as far as their means are concerned, these findings do not confirmthe existence of a Matthew effect for reading comprehension, vocabularyand spelling. For decoding efficiency no clear differential effect could befound: the gap between the poor and good performers did not widen overtime for this skill.     

东西方文化差异与语言翻译的比较

不同民族思维方式的差异是造成不同语言差异的重要原因，东西方思维方式对峙性的显著特征使得英汉两种语言在表达方式上呈现多样性。东方思维方式是其整体性，具象性，辩证性，主观性，模糊性，思维的顺向性；而西方思维方式则是具体焦点性，抽象性，分析性，客观性，精确性，思维的逆向性。体现在两种语言上就形成英语的重逻辑、重组织，句子结构长，句子呈现“树型结构”，而汉语则注重整体结构，以动词为中心，层层推进，句式呈现“流水型结构”。分析研究这些差异会使语言学习者和翻译者在深层次上了解不同语言的特征。     

文化批评视阈下的中西爱情诗

本文试图从文化批评的角度分析中西两种文化氛围下爱情诗的差异,探求两种文化观对爱情诗创作的影响以及中西古典爱情诗中的文化异质:诸如爱情观、婚姻观、审美情趣、性爱观等。从文化与爱情诗创作的作用与反作用中把握两种诗歌所展现的不同艺术魅力。     

英汉翻译中的中西方文化差异探讨

翻译是一种跨文化的语言交流活动,由于两种语言形成的历史环境,人们的信仰、价值观、风俗习惯等的不同,使中西方文化存在一定的差异。文章通过对中西方文化差异的分析,提出了异化和归化两种策略以解决因文化差异造成的影响。