论科技论文中的一种隐性剽窃

目前科技论文中存在着一种同一作者或同一课题组作者发表的系列文章之间的大篇幅雷同现象,这是一种隐性剽窃。它具有高隐蔽性和低风险性的特点,其原因也相当复杂,并具有很大的社会危害性。对此,学术界特别是科技期刊的审稿者和负责人应予以充分关注,通过加强期刊间的信息交流、强化审稿环节等措施予以遏制。     

Team Teaching

Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester freshmen to the standards of professional scientific writing, the different forms of publication, search strategies to effectively find information using a relevant database, and plagiarism. Analysis of our pre- and post-activity assessment demonstrates that students gain both confidence and knowledge on several important skills as a result of this activity. Providing content-relevant information literacy experience lays the foundation for students to be successful consumers of information.     

Technology and Academic Virtue: Student Plagiarism Through the Looking Glass

Plagiarism is the misuse of and failure to acknowledge source materials. This paper questions common responses to the apparent increase in plagiarism by students. Internet plagiarism occurs in a context – using the Internet as an information tool – where the relevant norms are far from obvious and models of virtue are difficult to identify and perhaps impossible to find. Ethical responses to the pervasiveness of Internet-enhanced plagiarism require a reorientation of perspective on both plagiarism and the Internet as a knowledge tool. Technological strategies to “catch the cheats” send a “don’t get caught” message to students and direct the limited resources of academic institutions to a battle that cannot be won. More importantly, it is not the right battleground. Rather than characterising Internet-enabled plagiarism as a problem generated and solvable by emerging technologies, we argue that there is a more urgent need to build the background conditions that enable and sustain ethical relationships and academic virtues: to nurture an intellectual community.     

Online learning: a New Testament

The statement by Hunter R. Rawlings III that “there are no good studies on what constitutes bad online pedagogy” coincides with the creation of a Global Learning Council to define the guidelines that previous online educators have allegedly failed to identify. This article discusses these disparaging remarks by the President of the Association of American Universities about the distance education (DE) field and the likely influence on the Council’s deliberations by the motives of its members—American university presidents, corporate representatives, and providers of support for massive open online courses. The influence of their conclusions on public attitudes to new educational practices is anticipated, and the distorted pedagogical principles being offered in support of massive course practices are defined as arising from a form of plagiarism. A formal response by DE and online learning specialists to the rejection of their previous literature is encouraged; and an analysis of the situation is offered by a fictitious educational historian in the year 2031.     

浅析大学生剽窃行为：基于国内外的文献

大学生剽窃行为是高等教育管理中的一个非常现实的问题,已经引起广大教育工作者和学术人员的广泛关注。大学生剽窃行为可以分为故意剽窃和无意剽窃。对于大学生如何看待剽窃问题上存在一些共性。大学生剽窃行为主要受道德能力、对剽窃的意识、学术融合和压力等9个因素的影响。与国外的大学生剽窃行为研究相比,我国的研究还有很长的路要走。     

Teaching students about plagiarism using a web-based module

The following research delivered a web-based module about plagiarism and paraphrasing to avoid plagiarism in both a blended method, with live instruction paired with web presentation for 105 students, and a separate web-only method for 22 other students. Participants were graduates and undergraduates preparing to become teachers, the majority of whom were pursuing certification in elementary education. After the module, students practised paraphrasing with their own written example, then took a Likert-scale survey about their perceptions of the module and provided demographic information. The majority of students expressed a high level of satisfaction with not only the module itself but also their own increased knowledge about paraphrasing and plagiarism. Graduate students and students in the live group felt that pairing an instructor with the module furthered their understanding of paraphrasing. Students who identified themselves as having cheated felt that they had better learned how to paraphrase from the module compared with students who reported themselves as never having cheated. Responses from the web group were low considering the amount of students invited to participate. Students in the live group who had instructor-led discussion felt it contributed to their understanding of paraphrasing, while students in the web group wished for more instructor-led interaction. Outcomes on the student-written paraphrase were weaker than anticipated, with only half of the group producing good or excellent paraphrases.     

历史与现实中的学术剽窃

鉴于种种剽窃行径、特别是东窗事发后的乌贼战术,极度污染了学界的基本生态,应从历史语境的转移中进行澄清。古代社会并不笼统地容许文字挪用,相反,有可能比现代更为严酷,关键看它是否会为相关的特定个体谋得既在预期之中、又在情理之外的名誉或利益。而到了现代社会,鼓励知识创新的个人专利制度,更鉴于学术剽窃带来的种种危害,将它视作罪名独立、不可抵赖的过失。所以,尽管它仍属于道德罪过,学界也必须基于自清原则,让剽窃者得不偿失,让欲为者望而生畏。否则,整个学界的基本规则就会大乱,也就无法指望有序的知识创新。