再造西北:南京国民政府要员与西北开发——以戴季陶开发西北的言论和实践为中心

南京国民政府成立后,内忧外患不断,西北的地位日益重要。在此背景下,国府要员对西北开发提出了许多切合实际的看法和建议,并奔赴西北考察,在西北开发中扮演了重要角色。在此过程中,戴季陶对西北开发竭力鼓吹,积极实践。其开发西北的思想和实践,对于国府的西北开发运动起了重要作用。     

代工合作中后进企业知识学习的平台、机制与特征分析

代工合作因产生密切的知识流而成为后进企业的重要学习路径;代工企业基于不同的学习平台获取显性与隐性知识,并通过SECI四个过程转化为自身的知识;不同的学习阶段有特定的学习维度、学习主体、学习方式及与之相适应的组织形态。     

《福乐智慧》中关于知识和智慧的论述

《福乐智慧》中对于“知识”的论述占了相当大的篇幅,是这部作品中的精华所在。《福乐智慧》中的知识观主要表现在知识后天观、知识价值观、知识美德观、知识治国观、知识幸福观五个方面。受时代、实践的制约和文化的影响,《福乐智慧》中对知识、智慧的论述也有不足甚至谬误之处。     

职前教师教育实践性知识的构建

目前,国内职前教师教育中实践性知识依然存在着严重缺失的现象,国内外著名高校实践性知识教育的成功范例,正反两方面的经验教训,为我们提供了可资借鉴的经验。在职前教师教育中实践性知识的构建方面,我们建立了自己特色的教育之路——坚持角色教育、经验教育、案例教育和实践教育相结合,并取得了显著的成效。     

职前教师实践性知识的培植

培植职前教师实践性知识的价值在于提升职前教师就业竞争力并为未来教师专业发展打下良好基础.当前职前教师实践性知识的不足,与教师教育的研究者和承担者在思想观念上对职前教师实践性知识重视不够,课程体系、培养机制不利于职前教师实践性知识的建构相关.职前教师实践性知识的培植必须通过把处于边缘地位的实践课程提高到与理论课程同一高度...     

高校思想政治课的实践性探析——纪念毛泽东《实践论》正式发表60周年

高校思想政治课缺乏实效性和趣味性是摆在我们面前迫切需要解决的问题。以毛泽东《实践论》为立足点,论述了高校思想政治课要坚持从实践中来,到实践中去的观点。从实践中来,教师要把理论教学融入丰富多彩的社会生活和实践活动之中,并通过学生的社会实践,加深对已有理论知识的理解和印证,从而达到“信”理论的目的;要采用启发式、参与式、研究式教学及案例教学和实践教学等多种形式的教学手段。到实践中去,使学生在实践中了解社会、认识国情,增长才干、奉献社会,锻炼毅力、培养品格,以理论指导实践,以实践丰富理论。     

The problem with knowledge ambiguity

This paper proposes a new conceptualisation of the construct of knowledge ambiguity. This new conceptualisation is essential because (1) past researchers have tended to narrowly define and operationalise knowledge ambiguity in terms of causal ambiguity or tacitness and (2) the prevalent non-comprehensive conceptualisation constrains our ability to overcome the problem of knowledge ambiguity. Knowledge ambiguity has been identified as a major obstacle to effective knowledge transfer and to the implementation of overall knowledge management systems. The new conceptualisation proposes that knowledge ambiguity is composed of two types of ambiguity: component ambiguity and causal ambiguity. Component ambiguity is uncertainty about knowledge content, whereas causal ambiguity is uncertainty about how to use the knowledge. This re-conceptualisation is supported by previous studies on knowledge characteristics, absorptive capacity and cognitive learning. In this paper, theoretical propositions are developed to demonstrate the compatibility of the new conceptualisation with the current understanding of these concepts. The present paper not only advances our understanding of knowledge ambiguity, it also points towards solutions for overcoming the problems associated with knowledge ambiguity. Different measures are required to overcome problems created by component ambiguity vs. causal ambiguity. This paper’s re-conceptualisation of knowledge ambiguity makes it easier to theorise about and operationalise the concept. It aligns the definition of knowledge ambiguity with current definitions of related constructs such as absorptive ambiguity and cognitive learning that are used in the broader knowledge transfer and knowledge management literatures.     

Preparing for Practice: An Evaluation of an Undergraduate Social Work ‘Preparation for Practice’ Module

The requirement for social work students to undergo assessed preparation prior to undertaking their first practice placement raises key questions about the type of knowledge and experience that is needed for those at the start of their training. This paper shows the need for social work educators to become re‐engaged in debates about the practice–theory relationship and to explore what is meant by an incremental approach to learning. A Preparation for Practice Learning module which was delivered to a cohort of Level 1 undergraduate social work students at a London university is described and evaluated. The paper highlights the key themes which emerged from the evaluation; these include the importance of work shadowing, observational learning and the centrality of critical reflection in aiding students' personal and professional learning. A discussion of its effectiveness in preparing students for their first practice learning experience follows. It concludes by recommending how students' learning in relation to the nature of social work and the skills required to undertake the role effectively might be addressed within the curriculum. Finally, a Preparation for Practice Learning model based on these findings is proposed.     

基于AHM模型的客户响应能力影响方案研究

在动态变化的复杂环境中,良好的客户响应能力是企业获得竞争优势的基础。客户知识作为一种关键的战略资源,不仅能够提高企业客户关系管理的水平,而且通过客户知识管理还能为顾客创造价值的同时,持续提高企业的客户响应能力。文章在客户知识管理方案对客户响应能力的测度问题上采用一种新的无结构决策方法--属性层次模型(AHM),对各方案的权重大小进行计算排序。计算结果为提高客户响应能力提供了理论参考,进而为各个企业根据自身情况寻找符合本企业的客户知识管理方案提供了参考意见。