This study explores the large-scale involvement of Chinese enterprises in teaching-focused university-industry collaboration (TFUIC), drawing upon the theoretical perspective of resource dependency. Based upon content analysis of Ministry of Education-selected exemplary cases and semi-structured interviews with corporate insiders, the study not only delineates multiple approaches companies take to boost higher education quality, but also unravel the role of economic resources, technological and professional resources in underpinning the implementation of TFUIC. Resources underpinning enterprises' long-term incentives for participation and the primacy issue between the university sector and industry sector remain challenges to TFUIC.

数字技术的发展推动了教育领域数字化改革与人才需求结构升级,大学生数字素养的培育显得尤为必要.需突破时空阻隔,拓宽数字资源层、优化信息检索层、加强学习应用层,强化数字信息素养;构建数字孪生形态,建设数字教材、强化数字教学、重塑课程环境,提升数字思维素养;赋能数字实践模式,升级数字化实践场景、培养数字化职前技能、促进数字化产教融合,开发数字技能素养;变革教育安全逻辑,保障数字信息安全、重视数字心理安全、维护数字意识形态安全,培育数字安全素养;拓展数字伦理边界,完善数字道德公约、健全道德评价机制、构建协同监督体系,提升数字道德素养.

面对国内外科技创新的新形势,开展有组织科研刻不容缓.推进有组织科研从政策话语进入高校实践场域,需结合有组织科研的要求和高校自身的属性和规律,形成高校本位的逻辑路径.在整体布局上,以国家战略急需问题域为导向,形成国家目标与高校行动的契合格局;在功能定位上,把握高校的职能属性,平衡科研产出与人才培育的双责一体效用;在运行方式上,辩证对待"大科学"与"小科学",形成集中攻关与自主探索的多轨并行局面;在生态氛围上,分层整合高校内外部系统,营造多重系统融通共生的环境.

人工智能技术不断迭代升级,在创新教学科研管理要素、更新教学科研管理方式、优化教学科研管理服务、改进教学科研管理生态等方面显现出了赋能高校教学科研管理的发展前景,同时一定程度上也面临数字伦理失范、数字鸿沟加剧、个体理性失序、人机关系异化等潜在风险.因此,高校要提升师生驾驭人工智能的数字素养,强化基于人工智能的教学科研管理"新基建",深化人工智能赋能的教学科研管理制度创新,优化人工智能技术支撑的教学科研管理生态.

对7所民办高校的1 677名教师专业发展内在动力水平调查发现:民办高校教师专业发展内在动力水平较高;教师专业发展内在动力在性别、身份、年龄、教龄、职称方面存在显著差异;文化支持对教师专业发展内在动力水平影响最大,其次是社会评价,再次是制度支持.提升民办高校教师专业发展内在动力水平,要积极创设文化环境,提升教师专业发展信念;加强制度建设,健全教师专业发展运行机制;重视社会评价,助推教师专业发展内在动力.

我国非营利性民办高校发展过程中存在非营利性治理特性待彰显、税收优惠政策待优化、筹资创收路径待拓展、风险防范与控制机制待健全等问题,国际上的基金会办学模式对解决这些问题有一定参考价值.基金会大学的共性特征包括明晰属性的治理结构、激励捐赠的税收制度、拓宽增收的筹融资渠道、防范风险的预警系统.探索基金会举办非营利性民办高校的办学模式,宜优化制度环境,规范和支持并举;完善税法制度,激励全社会教育捐赠;构建宽领域筹融资框架,提高多元筹资和增值能力;健全风险预警机制,提升风险管控水平.

This study aims to explore the impact of an augmented reality (AR) scientific inquiry tool based on a brain-computer interface (BCI) on students’ scientific performance, flow experience, self-efficacy, and cognitive load of primary school students. The BCI-based AR inquiring tool provides real-time attention feedback to students’ activities in an AR science learning environment. Before the formal experiment, a pilot study was conducted to prove that the attention estimation algorithm involved in the tool is effective and the AR learning environment based on the BCI technology is feasible. In the formal study, quantitative and qualitative data were analyzed. A total of 41 primary school students were randomly assigned to the experimental group (EG) or the control group (CG) to learn the lever principle. The students of EG used the BCI-based AR inquiring tool, and the CG used simple AR inquiring tools without real-time attention feedback. Results show that the BCI-based AR inquiring tool positively impacts students’ scientific inquiry. It significantly helps students improve their science learning performance, achieve mental flow, and promote their scientific inquiry participation self-efficacy. Besides, no significant effect on cognitive load was found. The interview results indicate that students have a positive attitude toward the BCI-based AR scientific inquiry tool.

提升自主研究能力,是博士生教育高质量发展的内在要求.自主研究能力指博士生自主开展研究活动并完成研究任务时表现出的综合特征,是自主特质与研究能力的有机集合体.博士生的自主研究能力包括四个方面,即"好之者与乐之者"的自我驱动力,"极深研几、见微知著"的自发洞察力,"博学审问、慎思明辨"的自觉审辩力,以及"守正笃实,久久为功"的自律执行力.

加强人才自主培养是实现国家自主创新的根本途径,加速博士生自主培养是当务之急.需激发内生动力,引导博士生增强科研自主性、提高导师指导科学性、强化高校培养主体责任;优化能力结构,提升问题提出能力、逻辑思维能力、理论建构能力;改进评价方式,突出质量导向、同行评价和过程评价;完善学习制度机制,持续改进学习支持制度、健全分流退出机制、夯实学术交流和实践活动制度.

This article examines the intents and effects of China’s national policies to promote a synergistic approach to university–industry collaborative education. These policies set out to reduce the academia-industry disconnection for engineering education. Based on document analysis and interviews with various types of stakeholders, the study reveals that China has strived for a synergistic approach to education by strengthening the main-actor role of enterprises, framing a policy support system, incorporating external stakeholders in universities’ governance structures, and building a coordinated framework for a synergistic approach to education. These policies have enhanced enterprises’ motivation to participate in university education, deepened enterprises’ engagement with engineering education at course level, and created an educational innovation ecosystem. Some challenges remain such as the mismatch between course update and technological development, the mismatch between costs and return for faculty members, and difficulty in assessment of outcomes. Overwhelmingly, China has tried exploring a model conducive to the improvement of higher education quality, and the overlapping triple helix model, compared with the statist or laissez-faire patterns, has a more robust effect in galvanizing stakeholders towards their collective goal in the Chinese context.

实现非营利性民办教育高质量发展,宜互补促公益,促进非营利性民办教育健康发展;多方显优势,提升非营利性民办学校治理水平;分类担同责,优化基本公共教育服务;同向推普惠,增强非营利性民办学校贡献率;全程强扶持,推进非营利性民办职业教育发展;错位育新机,赋能非营利性民办高校发展.非营利性民办学校主要有企业、多主体、基金会、无社会资本举办者等类型,健全完善制度框架重在汇聚办学主体合力,明晰权责关系划分,规范搭建治理体系,优化经费筹措运营.非营利性民办学校组织属性定位主要遵循公平、效益、规范、需求等逻辑转变,为我国非营利性民办学校办学方向、制度基础和内部管理奠定基调.国外非营利性私立学校办学模式呈现出公益性、自主性、多样化并存的办学理念,"两头大中间小"的办学层次结构,公私合作式的办学体制创新,差别化与趋同化共存的外部赋能特征.非营利性民办普惠园发展面临政策偏离、财务违规、市场竞争风险,需分类分步落实成本分担政策,依托制度优化和机制建设倒逼规范办学,以行业联盟推动非营利性民办普惠园自律并营造良好环境.非营利性民办高中存在内部管理机制不健全、办学监管责任落实不充分、办学保障相对不足等发展瓶颈,需着力健全内部治理机制,强化制度供给,提升政府监管水平,丰富专项政策供给,推动办学模式创新,拓宽资源供给渠道.

促进共同富裕,关键在于提升后富群体的能力.高校育人体系需加快聚焦以增能赋能为目标的育人内容创新,增强现实适应性、领域交叉性、素质立体性;强化以多元适切为特征的育人方式创新,促进多样性、加强实践性、突出全过程性;推动以师生为中心的育人制度创新,健全便捷型、个性化、普惠性的规则设计.优化有利于能力提升培养的高校共育环境,构建能力主导的社会发展环境,营造多主体协同育人的共同体氛围,厚植公益取向的高等教育反哺文化.

伴随高校教师的高学历化、年轻化,一些青年教师在教学学术能力提升方面的瓶颈时有显现.破解这些难题,需正视教学学术的"冷遇",增强教学学术发展的观念共识;破除教学学术的"区隔",涵育教学学术赋能的行为方式;补齐教学学术激励的"短板",释放教学学术投入的情感动力;清理教学学术的"淤点",创设促进教学学术成长的支持环境.

新工科、新医科、新农科、新文科"四新"建设是高等教育强国战略的重要举措.从主体、内涵、模式、手段的维度看,面对鲜明的时代内涵,立足当前的现状特征,宜探索和实施多方主体共生同构、高水平特色互依同一、跨界范式融合创新、数字技术双线支撑的建设路径.

实现非营利性民办教育高质量发展,宜互补促公益,促进非营利性民办教育健康发展;多方显优势,提升非营利性民办学校治理水平;分类担同责,优化基本公共教育服务;同向推普惠,增强非营利性民办学校贡献率;全程强扶持,推进非营利性民办职业教育发展;错位育新机,赋能非营利性民办高校发展.非营利性民办学校主要有企...>>详细实现非营利性民办教育高质量发展,宜互补促公益,促进非营利性民办教育健康发展;多方显优势,提升非营利性民办学校治理水平;分类担同责,优化基本公共教育服务;同向推普惠,增强非营利性民办学校贡献率;全程强扶持,推进非营利性民办职业教育发展;错位育新机,赋能非营利性民办高校发展.非营利性民办学校主要有企业、多主体、基金会、无社会资本举办者等类型,健全完善制度框架重在汇聚办学主体合力,明晰权责关系划分,规范搭建治理体系,优化经费筹措运营.非营利性民办学校组织属性定位主要遵循公平、效益、规范、需求等逻辑转变,为我国非营利性民办学校办学方向、制度基础和内部管理奠定基调.国外非营利性私立学校办学模式呈现出公益性、自主性、多样化并存的办学理念,"两头大中间小"的办学层次结构,公私合作式的办学体制创新,差别化与趋同化共存的外部赋能特征.非营利性民办普惠园发展面临政策偏离、财务违规、市场竞争风险,需分类分步落实成本分担政策,依托制度优化和机制建设倒逼规范办学,以行业联盟推动非营利性民办普惠园自律并营造良好环境.非营利性民办高中存在内部管理机制不健全、办学监管责任落实不充分、办学保障相对不足等发展瓶颈,需着力健全内部治理机制,强化制度供给,提升政府监管水平,丰富专项政策供给,推动办学模式创新,拓宽资源供给渠道.

在新自由主义深刻影响高等教育治理领域,受教育者和市场对高等教育信息透明化需求日益迫切,政府越发关切高校办学水平和教学质量,新公共管理理念加快高等教育改革的节奏等背景下,为进一步提高高等教育教学质量,英国政府于2017-2019年在全国推行教学卓越评审.第一轮评审虽然在鼓励高校为学生提供优质教学、引导高校改善学生体验、助力高中毕业生有效选择高校和专业等方面取得了一定成效,但其在指标设计的科学性、评审数据信效度、结果等级设置合理性等方面还存在一定不足.为此,新一轮的教学卓越评审将进一步丰富评审指标的内涵、增强评审数据的科学性、提高评审结果使用的效率.英国高校教学卓越评审的系列改革可为我国进一步完善本科教学质量评估和保障体系提供一些借鉴参考:高度重视教学质量,强化育人功能;突出学生视角,兼顾公平与卓越;整合多方数据,增强数据的科学性和代表性;理性运用评审结果,监督和奖励并行.

"十四五"期间加快中西部高校振兴发展,激发中西部高等教育发展动力,加快形成同中西部开发开放格局相匹配的高等教育体系,是优化中西部高校同国家战略与区域经济发展联结的结构布局,实现高等教育强国建设目标的战略举措.作为区域高校数、教师数和在校生数超过全国总量一半[1]的中西部高校,面对新阶段新要求,需系统梳理振兴发展的政策渊源,明确振兴发展的内在意蕴,探索持续改革创新的可行路径,努力推进以高等教育现代化支撑区域经济社会现代化.

Augmented Reality (AR) has great potential in science education, and Collaborative Inquiry-based Learning (CIBL) in the AR environment is of great significance. However, there is a problem of low collaborative performance in technology-based CIBL. This study applied the strategy of role assignment to AR-based CIBL, aiming to explore the effect of role assignment on students' collaboration. Forty-seven sixth-grade students in elementary school were randomly divided into Group A (without role assignment) and Group B (with role assignment) to participate in AR-based collaborative scientific inquiry activities. Data on students' scientific knowledge achievement, attitudes toward science learning, cognitive load, and flow experience were collected. In addition, interviews were conducted to investigate students' opinions on role assignments. It is found that the strategy of role assignment could significantly improve students' science knowledge achievement. The interview results revealed how role assignments facilitate students' collaboration from three aspects.

2022年5月,英国发布了 2019年1月启动、历时3年的新一轮高校科研卓越评审结果.评审基于2014年首轮高校科研卓越评审的经验,结合近年来科研发展的新特点,更加重视科研成果的社会影响力和交叉学科评审,在参评人员和成果计算、专家选聘、统筹学科评审标准一致性方面进行了系统性改革.英国新一轮高校科研卓越评审在拓展评审对象范围、变革评审成果导向、优化评审专家结构、探索学科协同的评审方式等方面,对我国高校科研评审制度改革可提供一定借鉴.

Augmented reality (AR) demonstrates great promise in science education. However, students’ conceptions of learning when they learn science using AR are currently unclear. This study aimed to analyze learners’ views and scientific epistemic beliefs on learning science. Eighty-two elementary school students in grades 4–6 participated in a two-week course on the introduction to sound. The intervention adopted inquiry-based learning utilizing three AR software programs that integrated multisensory channels. The data were collected through Cheng’s Conceptions of Learning Science by AR (CLSAR) questionnaire and Learners’ Scientific Epistemic Beliefs (SEB) questionnaire. The results show that students in this study generally had positive conceptions of learning science and a high level of scientific epistemic beliefs. Moreover, gender differences existed in the relationship between CLASR and SEB. This study contributed to the currently unresolved discussion of the impact of demographic differences on students’ learning, indicating that AR can be used to enhance senior students’ learning of science in elementary schools.