"交通规划"课程思政教学改革探索与实践

随着建设交通强国的政策性、引领性文件相继出台,培育高素质、有担当、对党忠诚、对人民负责的交通科技人才,弘扬劳模精神和工匠精神,是交通领域人才培养的时代要求。以习近平新时代中国特色社会主义思想为指导,充分利用交通发展历程中的人、事、物,交通工程专业本身的职业特点和使命担当,交通发展进程中的国家战略和行业需求及发展态势,通过价值引领与知识传授相结合,培育和引领交通工程专业学生的理想信念、政治信仰、价值取向、社会责任,全方位提高学生的能力和素质,是交通工程专业人才培养的新要求。交通规划课程具备国家层面、精神层面、个人素养、科学观和方法论等各个层面的德育元素和价值引领,进行交通规划课程思政教学改革和实践探索,有利于培养具有新时代特征的交通工程专业德育人才。     

Pennsylvania's transition to enterprise computing as a study in strategic alignment

We theorize about the strategic alignment of computing with organizational mission, using the Commonwealth of Pennsylvania's efforts to pursue digital government initiatives as evidence. To do this we draw on a decade (1995–2004) of changes in Pennsylvania to characterize how a state government shifts from an organizational to an enterprise perspective regarding computing. We document and analyze the strategic and operational aspects of a series of information and communications technology (ICT) planning efforts to highlight the nature and roles of strategic alignment used to achieve this transition. Findings from this analysis mark the importance of combining several approaches to strategic planning regarding the adoption and application of ICT.     

Arts education partnerships: sources of harmony and dissonance with cultural institutions’ collaborative efforts

ABSTRACT

Due to budget constraints, schools in the United States have increasingly turned to community arts organizations for support. School-community arts partnership stakeholders collaborate because of shared missions to provide students with valuable arts learning experiences. Investigations of these initiatives indicate that these partnerships improve arts learning opportunities and increase public support and resources for arts education. However, not much is known about the experiences and perspectives of the arts organizations that participate in these partnerships. Coordinating collective efforts with a multitude of institutions and interests poses challenges. In this study, we examine survey data collected from arts organization administrators who participated in a large-scale school-community arts partnership initiative. We find that these organizations are generally positive about their impacts on students’ educational outcomes, but there is substantial variation in these views. We also find that organizations differ in their levels of support for these collective efforts. Sources of this variation appear to be attributable to organizations’ preexisting resources and extent to which they are established. While this difference in levels of support is potentially inevitable, we find evidence that the operations handled by the “backbone” organization, i.e. the initiative’s facilitators and overseers, can significantly influence organizations’ levels of support for these efforts. Organizations are more likely to support these collaborative efforts when they believe the backbone organization ensures transparency with initiative operations, provides regular, effective communication, and effectively resolves competing priorities.     

A Journey from STEM to STEAM: A Middle School Case Study

ABSTRACT

This article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training.     

Using Sociocultural Theory to Understand the Relationship between Teacher Change and a Science-based Professional Education Program

This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program.     

工艺创新机制研究:来自中国汽车企业的实证

现有产品创新研究文献远远多于工艺创新文献,而对于工艺创新机制的研究更为少见。本文结合文献调研、专家访谈和汽车企业工艺实践,构建了汽车企业工艺创新机制理论模型和研究假设,利用结构方程模型对假设进行了检验。研究发现,决策机制对动力机制、组织机制和激励机制有正向作用,但决策机制对企业工艺创新能力没有直接影响;动力机制、组织机制直接影响工艺创新能力,动力机制的作用相对较弱;组织机制对激励机制的正向作用和激励机制对工艺创新能力的正向作用都没有通过检验。本文对丰富工艺创新研究具有重要的学术价值,研究成果有利于促进企业和政府加强对工艺创新重视。     

Becoming a student teacher: core features of the experience

This paper reports early findings of a longitudinal research project on the experiences of beginning teachers in England. In the first phase of the study (2003–2004), data were generated via: (1) in‐depth, face to face interviews with 85 student teachers throughout England; and (2) self‐completion questionnaires, returned by 4,790 student teachers across a range of initial teacher preparation (ITP) routes. Through these methods the study set out to explore student teachers' accounts of their motivations for entering ITP, their preconceptions and expectations of teaching and ITP, and their early experiences as student teachers. A number of general themes were found to cut across all of these areas, and are presented here as core features of the experience of becoming a student teacher. These relate to the concept of teacher identity, the role of relationships, the notion of relevance, and the central presence of emotion.

Cette étude décrit les conclusions préliminaires d'une recherche continue sur les expériences de ceux qui sont en train de devenir professeurs d'école en Angleterre. En première phase de l'étude (2003–2004), les données ont été recueillies par: 1) des entretiens approfondis en tête‐à‐tête avec 85 professeurs stagiaires dans toute l'Angleterre; et 2) des questionnaires, remplis eux‐mêmes par 4,790 professeurs stagiaires sur un échantillon de préparations initiales de professeur (PIP). Avec ces méthodes l'étude avait pour but d'explorer les explications des professeurs stagiaires concernant leur motivation pour entrer dans la PIP, leurs idées reçues et leurs attentes de l'enseignement et de la PIP, ainsi que leurs expériences initiales de professeur stagiaire. On a trouvé un nombre de thèmes généraux à travers tous ces domaines, et ceux‐ci sont présentés ici comme caractéristiques fondamentales de l'expérience vécue de professeur stagiaire débutant. Ils sont relatifs aux concepts suivants : l'identité du professeur, le rôle des relations, la notion de pertinence et la présence capitale de l'émotion.

Este documento es un informe sobre los primeros resultados de un proyecto de investigación longitudinal sobre las experiencias de profesores principiantes en la Inglaterra. En la primera fase del estudio (2003–2004), los datos fueron obtenidos a partir de dos fuentes: minuciosas entrevistas cara a cara con 85 profesores en prácticas por toda Inglaterra y cuestionarios personales que fueron devueltos por 4,790 profesores en prácticas procedentes de distintas ramas de la ITP (preparación para profesores principiantes). A través de estos métodos, el estudio fue lanzado con el propósito de sondear las razones que motivaron a los profesores en prácticas a entrar en la ITP, sus preconcepciones y expectativas en cuanto a la ITP y a dar clase y sus primeras experiencias como profesores en prácticas. Estas áreas presentaron una serie de temas generales comunes que son presentados aquí como características centrales de la experiencia de convertirse en profesor en prácticas. Estas están relacionadas con el concepto de identidad del profesor, la importancia de las relaciones, la noción de relevancia, y el papel central de las emociones.

Dieses Referat berichtet über die ersten Ergebnisse eines langfristigen Forschungsprojektes, basierend auf Erfahrungen von Lehrern in England, die in den Beruf einsteigen. In der ersten Phase der Studie (2003–2004) wurden Daten gesammelt mittels: 1) ausführlicher, persönlicher Gespräche mit 85 auszubildenden Lehrern aus ganz England; und 2) selbstauszufüllender Fragebögen, die von 4,790 auszubildenden Lehrern aus verschiedenen Ausbildungsrichtungen zurückgesendet wurden. Die Studie hatte das Ziel, die Berichte der auszubildenden Lehrer zu untersuchen hinsichtlich ihrer Motivation, eine Ausbildung anzufangen, ihrer Erwartungen vom Unterrichten und von der Ausbildung, sowie ihrer ersten Erfahrungen als auszubildende Lehrer. Eine Anzahl von allgemeinen Themen wurden in allen diesen Bereichen festgestellt und sind hier als Kernmerkmale des Ausbildungsverfahrens dargestellt. Diese beziehen sich auf das Konzept der Lehreridentität, auf die Rolle von Beziehungen, auf die Idee der Relevanz, sowie auf die zentrale Präsenz von Emotionen.     

跨文化吸收能力对国际并购绩效的影响分析

跨国并购已成为企业提升核心能力、应对复杂经济环境挑战的重要战略选择。但由于文化差异、技术知识的特性等因素的影响,能否有效地进行技术知识的转移成为技术导向型跨国并购能否成功的关键问题。本文从企业微观角度出发,采用单案例探索性研究方法,结合跨国并购的阶段理论,探讨了跨文化吸收能力与并购绩效的关系及作用机理。研究发现,跨文化吸收能力的构成维度识别能力、消化能力、整合能力、持续创新能力在并购的不同阶段体现各异,并通过不同的途径影响跨国并购绩效。     

中国茶文化门户网站的文化分析

中华文化博大精深,作为中华文化的重要成员之一,茶文化对其传承与发扬起到了不容忽视的作用。在当代,茶文化与现代科技充分融合,发展成了新时期的现代茶文化,同时,又更好地弘扬了中华文化。本文紧绕中国茶文化门户网站,从网站的茶文化主题、茶文化结构、茶文化模式三方面进行了文化分析,以展示出现代茶文化的文化价值。