二语词汇习得过程研究

词汇是二语学习的一项重要内容。学习者在二语词汇学习过程中必然会受到母语学习策略、母语认知和母语思维的影响。在词汇学习过程中,二语学习者要逐步减少对母语的依赖,逐渐适应二语词与概念的直接对应复习并运用所学词汇,对词汇信息进行深入全面的加工,培养二语词汇能力。     

外部研发合作广度与新产品开发绩效：一个有调节的中介模型

基于企业外部合作伙伴分布广泛的特点,从外部研发合作广度的两个维度（市场广度和研究广度）出发,选取2010—2018年160家中国制造业上市企业数据,运用多元回归分析法探讨外部研发合作广度对企业新产品开发绩效的影响。结果表明,外部研发合作的市场广度和研究广度正向影响新产品开发绩效,其中,研究广度的作用更为显著;网络学习在外部研发合作广度对新产品开发绩效的影响机制中存在部分中介作用;知识库同质性正向调节外部研发合作广度与网络学习的关系。结论丰富了新产品开发绩效前因变量研究,对企业制定外部研发合作战略,提升新产品开发绩效具有重要管理启示。     

高校推进学习型党组织建设的若干思考

高校学习型党组织建设是知识经济时代发展的必然要求,是高等教育自身改革与发展的需要,是提升广大党员领导干部理论素养的需要,是教育理念与教育方法创新的需要。高校必须树立终身学习的理念,保持自身发展目标与党组织建设目标的一致性;必须深化教育教学改革,建立符合师生特点和需要的学习机制。     

情境教学法和高职英语教学

高职院校的英语教学以"实用为主,够用为度"为原则。要求学生在打好语言基本功的基础上,能够读懂和翻译专业发展最前沿的英文资料和信息。应用情境教学法能使学生提高英语学习的兴趣和学习的效率,从而为专业英语的学习打下坚实的语言功底,更好的完成高职英语教学的目标。该文就情境教学法在高职院校的应用和应注意的问题做了研究。     

An explanation for the price puzzle: Asymmetric information and expectation dynamics

Using theoretical and empirical analyses, this paper shows that the expectation dynamics induced by information asymmetry between the Central Bank (CB) and the public can cause the price puzzle. The signalling and learning dynamics between the CB and a representative private-sector agent under asymmetric information is investigated. Inflation positively reacts to contractionary monetary policy because the change in the interest rate is perceived as a signal of the CB’s private information about higher future inflation and output by the public. The empirical section of the paper validates this theoretical argument using a VAR specification about the US economy. Besides providing an explanation for the price puzzle, the results of this paper has practical implications about transparency and monetary policy. The theoretical and empirical findings indicate that asymmetric information causes significant frictions in the transmission mechanism of monetary policy. These frictions induce short-run undesired effects like increase in expected inflation and actual inflation as a response to contractionary monetary policy which is identified as “the price puzzle”.     

中国通货膨胀的动态特征研究

现有测度通胀惯性的常用模型是仅含自身滞后因子的自回归模型,该模型不能有效反映通胀预期和波动性对通胀惯性的影响。本文在自回归模型基础上,构建了一个包含通胀惯性、学习型预期和波动性特征的通胀动态模型。该动态模型从均值和波动项两个方面反映了我国通胀水平的动态变化趋势和特征。针对上述模型不能有效反映通胀状态体制变化的缺点,本文还引入Markov机制转换模型来测度我国通胀水平的状态转移特征。利用分位数回归方法下的自回归模型、本文构建的通胀动态模型以及Markov机制转化模型实证研究了我国通胀的动态特征。分析表明:我国通胀水平具有较强的惯性特征;通胀惯性的形成机理比较复杂,学习型预期只能部分解释通胀惯性;通胀水平的状态转移时间比较长;通胀水平与其波动性有着正向的关系。     

研究性学习在大学英语写作教学中的应用

分析了大学英语写作教学中存在的常见问题,指出研究性性学习对于解开英语写作教学困局的重要意义。通过具体的实例论证了研究性学习模式如何激发学生的写作兴趣,有效地提高学生的英语写作水平。     

Tackling an accounting coursework assignment - action research on the student perspective

The study focused upon first year undergraduates' experiences and perceptions of a major coursework assignment in accounting. The context was a modular programme with several hundred students from many different courses taking a common first year, first semester introductory accounting module. In the role of a reflective practitioner, the author adopted an action research approach, and gathered various forms of evidence including in-depth interviews with four students at key points during and after completion of their courseworks. The main issues highlighted were: (1) the effect which the university, as a new environment, has on learning in the early weeks of a course, and the fractured nature of learning in a semesterized course; (2) the personal strategies which students adopt for scheduling time on coursework, and the way in which this may differ from the expectations of staff; (3) the variety of learning approaches represented within the student group. These issues are reflected upon and implications for both the author's practice and for other practitioners are considered.     

资源控制视角下人员任用与绩效的关系——华南地区IJV的实证研究

对东道国母公司来说,组织学习是建立国际合资公司(IJV)的重要原因之一。与外方母公司相比,东道国母公司在技术实力和管理经验方面都处于劣势,然而由于地缘的优势,东道国母公司能够为IJV的运作提供必须的物质和人力资源,并依靠这些资源与外方母公司展开谈判,对IJV实施必要的控制,从而促成学习目标的达成。从这个角度出发,本文研究了东道国母公司对IJV所采取的资源控制、人员任用控制以及IJV学习绩效之间的相互关系,并选取我国华南地区的96家合资企业作为实证研究对象,对资源控制、人员任用和IJV学习绩效的关系进行了实证研究。结果表明东道国母公司采取的资源控制并不直接影响IJV的学习绩效;但是通过东道国母公司对IJV的人员任用控制、资源控制会对IJV的学习绩效产生间接的影响。     

Measuring the quality of managerial learning on the job

This article describes the development of an instrument to measure the quality of managerial learning on the job. The instrument can be used to analyse the quality of the individual learning process on the job. The literature shows that two factors determine the quality of the learning process: the learning potential of the job context and the way in which the manager approaches their work. So the instrument has two components. The first component measures the four types of work experience that offer potential opportunities for individual learning. These are transitions, task-related characteristics, obstacles and support. The second component, the so-called learning behaviour, analyses the way the individual approaches the potential learning opportunities present in the job. This can also be divided into four categories: emergent learning, planned learning, instruction-oriented learning and meaning-oriented learning. Based on these two components, an instrument has been developed to measure the quality of learning on the job. This has been shown to be valid and reliable in a sample of European managers.