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表演藝術團體導入數位典藏之研究 A Study on the Development of Digital Archives for Performing Arts Groups
Fang-Ling Lin,Hao-Ren Ke
Journal of Educational Media & Library Sciences , 2012,
Abstract: 表演藝術孕育了豐富的文化資產,表演藝術團體運用有限的資源保存其作品,若表演藝術團體導入數位化,進行數位典藏,將能讓表演藝術此一豐富的文化資產得以長久保存。本研究採用質化研究方法,以半結構式深度訪談進行資料蒐集,共訪問十位受訪者,其中包含七家表演藝術團體、兩家學術單位與一家文化機構。本研究旨在探究已實施數位典藏之表演藝術團體的經驗,包括導入動機、導入前後工作流程與組織之差異及面臨之困難、後續效益與加值應用;對於未實施數位典藏表演藝術團體,則瞭解其未導入的原因及導入意願;對於曾與表演藝術團體合作數位典藏的學界或文化機構,則瞭解其與表演藝術團體合作數位典藏之方式。 Performing arts cultivates rich cultural assets. Performing arts groups utilize limited resources to reserve their works. If they can establish digital archives, rich cultural assets can be reserved for a long term. This study adopted the qualitative research approach and conducted semi-structured in-depth interviews to collect data. Ten interviewees, including seven performing arts groups, two academic departments and one cultural institution, were contacted. Through the interviews, this study attempts to investigate the experiences of performing arts groups which have created digital archives, including motivations, processes, organization change, difficulties, benefits, and value-added applications. For those which have not yet created digital archives, this study attempts to understand their reasons and thoughts. In addition, for academic and cultural institutions which have the experiences of cooperating with performing arts groups to establish digital archives, this article tries to understand the cooperation models.
Electronic Journals and University Libraries Technical Services
電子期刊對學術圖書館技術服務的影響*
Wang Meiling,
王梅玲
现代图书情报技术 , 2006,
Abstract: From libraries'role and function, this paper explores the impact of electronic journals on technical services of academic libraries. It firstly analyzes some changes on electronic journals promulgating and publishing. Followed the impacts on library holdings developing, information organizing, digital resource preservation of electronic journals are discussed.Finally, the future development direction of electronic journals services is concluded and instruction is given.
黑板上无法创业，创业教育也并非培养“成功人士”  [PDF]
《千人杂志》编辑部
The Magazine of the Recruitment Program of Global Experts (QR) , 2019,
Abstract:
“你在校时学习过创业教育相关课程吗？”“你认为什么样的创业教育才是适合和有效的？”“你曾经自己创过业吗？”“创业过程中，你是否感受到焦虑和抑郁？”……面对这一系列的问题，有的人可能有感而发，滔滔不绝，而有的人只会回一句“没有，我不了解，谢谢”。究竟，我国的创业教育现状如何？面临什么挑战？取得了哪些成效？
融合教育与教师教育
方俊
华东师范大学学报(教育科学版) , 2006,
Abstract: 从融合教育的概念、发展历程来看,融合教育是特殊教育发展史上的一次飞跃,它表明当代特殊教育已经从长期以来的福利型向权利型、大众型的方向转变;对普通教育而言,融合教育可能会作为一种新的范式引发人们对目前“应试教育”和“英才教育”的进一步反思,推行融合教育对现代教师教育提出了新的要求。
谈“隐身”与“显身”的教育研究
闫旭蕾
华东师范大学学报(教育科学版) , 2007,
Abstract: 多年来，教育研究从生理学角度谈论身体，身体没有成为理论新的增长点。随着人们对灵肉二元对立思维范式的批判与质疑，身体已成为诸多学科的主要论域。借鉴既有研究，可以看出教育研究中“隐身”成因及其存在的问题，展现出“显身”的必要性及可能性。
在中医康复医学教学中用中医史进行医德教育
许健鹏
- , 2001,
Abstract:
农民工教育与工作匹配状态及收入效应
叶尔肯拜·苏琴,伍山林
- , 2016, DOI: 10.16538/j.cnki.jfe.2016.11.003
Abstract: 文章基于教育与工作是否适配及其收入效应的视角，根据2013年的 CGSS 数据，在运用实际匹配法评估农民工教育与工作匹配状态的基础上，进一步采用 D-H 模型和 V-V 模型估算了农民工教育的收入效应，并且据此讨论了教育获益与教育惩罚的问题。研究表明：（1）在教育适配状态下，农民工的教育收益率最高。（2）就农民工群体而言，教育不足发生率比较高，但并非不存在教育过度情形。（3）男性农民工具有教育过度工资溢价和教育不足工资折价并存的特征，女性农民工不具有这样的特征。（4）在短期内，企业主不仅愿意为教育过度农民工支付工资溢价，同时也会对教育不足农民工实施工资折价。
以網路模糊德懷術與模糊層級分析法發展數位化學習歷程檔案之知識管理行為量表 Developing a Knowledge Management Behavior Scale of e-Portfolio based on Approaches of Web Fuzzy Delphi and Fuzzy AHP
Chi-Cheng Chang,Cheng-Wei Tsai
Journal of Educational Media & Library Sciences , 2012,
Abstract: 本研究以網路模糊德懷術及模糊層級分析法,發展大學生數位化學習歷程檔案之知識管理行為量表。經過專家意見得出,量表構面包含知識分享、知識創新、知識取得、知識應用、知識累積。題項由數位化學習歷程檔案之活動構成,包括反思、作品修正、作品自評、學習內容的整理、教師回饋、觀摩、溝通與討論。量表各構面和題項皆有其權重值與排序,且皆通過信、效度檢測。在各題項中,反思的整體權重值最高,其次為作品修正,顯示反思對知識管理最重要。量表可作為實施數位化學習歷程檔案之後,用來衡量知識管理行為的工具。 This study developed a knowledge management behavior scale of e-portfolio for university students based on the approaches of Web-based fuzzy Delphi and fuzzy AHP. According to the experts opinions, the constructs of the scale included knowledge sharing, innovation, acquisition, application, and accumulation. The items in each construct consisted of the activities of e-portfolio implementation, which were reflection, assignment improvement, self-evaluation, organization of learning contents, teacher feedback, review and learning, and communication and discussion. All the constructs and items had weights and ranks and were by acceptable reliability and validity. Among all the items, the overall weight of reflection was highest, while following was assignment improvement. It applied that reflection had a highest effect on knowledge management. Therefore, the scale can be used as a knowledge management performance measurement tool for e-portfolio implementation.
海归投身教育的最佳时机到来了吗？——专访中国教育三十人论坛秘书长马国川  [PDF]
《千人杂志》编辑部
The Magazine of the Recruitment Program of Global Experts (QR) , 2016,
Abstract:
为了推动高等教育向给世界水平看齐，2015年10月，国务院颁布《统筹推进世界一流大学和一流学科建设总体方案》，提出到2020年，若干所大学和一批学科进入世界一流行列的目标。怎样通过改革，转变当前高校的办学方式，适应培养创新人才的要求，是需要解决的首要问题。为此，引进现代教育理念帮助中国高等教育转型，应该是一条可行的路径。
在中国教育三十人论坛秘书长马国川看来，“海归是否能为高等教育打开一扇窗？关键是当前的教育体制和环境究竟能给他们提供多少空间和平台。”
“活教育”理论对教育的启示
The Implications of the “Living Education” Theory for Education  [PDF]
何双密
Advances in Social Sciences (ASS) , 2025, DOI: 10.12677/ass.2025.146552
Abstract: 陈鹤琴先生的“活教育”理论提出“做中教、做中学、做中求进步”、“大自然和大社会都是活教材”、“做人、做中国人、做现代中国人”，这三个理论分别从教育的方法、内容和目的三个方面，对教育进行了一个介绍，这一教育理论不仅仅对幼儿教育产生影响，更重要的是还对我们整个的教育有了一定的启迪。“活教育”理论的“活”的内涵主要表现在教育目的之“活”、教育对象之“活”、教育内容之“活”、教育方法之“活”，从这三个方面的“活”当中反思对我们现代教育的启示，“活教育”培育“活教师”和“活学生”，在“活教师”层面：培育具有社会责任和时代担当的“活教师”；“活教育”承载“活课程”和“活教法”；“活教师”的培养创造“活社会”。在“活学生”层面：“活教育”培育具有创新精神和实践能力的“活学生”；“活教育”以“活内容”培育“活学生”；“活教育”营造“活环境”，培育“活学生”。
Mr. Chen Heqin’s “Living Education” theory proposes “Teaching through doing, learning through doing, and making progress through doing”, “Nature and society are living textbooks”, and “Being a person, being a Chinese, and being a modern Chinese”. These three theories respectively introduce education from the aspects of educational methods, contents, and purposes. This educational theory not only influences early childhood education but also provides certain enlightenment to our entire education system. The “living” connotation of the “Living Education” theory is mainly manifested in the “living” nature of educational purposes, educational objects, educational contents, and educational methods. Reflecting on the implications for modern education from these three aspects of “living”, “Living Education” nurtures “living teachers” and “living students”. At the level of “living teachers”: cultivating “living teachers” with social responsibility and a sense of the times; “Living Education” carries “living curricula” and “living teaching methods”; the cultivation of “living teachers” creates a “living society”. At the level of “living students”: “Living Education” nurtures “living students” with innovative spirit and practical ability; “Living Education” cultivates “living students” with “living contents”; “Living Education” creates a “living environment” to nurture “living students”.
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