知识产权与西部传统优势企业技术创新关系研究

通过分析知识产权对技术创新的作用机理,探究了西部传统优势企业在知识产权保护方面存在的问题,提出了相应的对策.     

我国人口结构变化、资本偏向型技术进步与劳动收入份额演变 ——基于1990-2017省际面板数据的研究

在我国老龄化程度加深及出生率下降的背景下,从CES生产函数出发,构建理论模型,试图从人口结构、技术进步偏向角度探索我国劳动收入份额的演变机制。并通过我国1990-2017年省级层面数据的研究,表明我国要素间是互补的,技术进步偏向资本,我国人口结构的变化——老年抚养比上升及少儿抚养比下降对我国劳动收入份额产生了负面的影响。同时,我国技术进步的资本偏向性特征,降低了我国劳动收入份额。在控制了其他因素、分区域及剔除异常值进行检验后,结果仍然显著。     

东北老工业基地经济增长对科技投入影响的计量分析

选择部分宏观经济指标和科技投入指标,对1991～2003年间东北地区经济增长与科技投入变化的相关性进行了初步分析,并通过经济增长与科技投入相关性模型的建立,对东北地区未来科技投入的趋势做出判断,在实证分析的基础上,提出东北老工业基地优化科技投入的具体对策建议.     

Literacy,technology and ‘technological literacy’

The shortcomings of the technological literacy metaphor are reviewed. The lack of an agreed meaning for this concept reflects a widespread perplexity about how the study of technology should be incorporated into general education. The paper considers how the study of literature and history might contribute to an understanding of technology and posits a framework which permits the study of the made world to be incorporated within a humanistic educational scheme. It is suggested that the historical study of technologies of literacy could play a significant role in curricular integration.Based on a Plenary Address to the second Domains of Literacy Conference:Literacies for a Productive Future Institute of Education London 1/9/94Michael Barnett has been, since 1992, Professor of Technology and Education at the Institute of Education in London University. Prior to that he was Reader in Physics at Imperial College London. His main scholarly activities are concerned with the history, philosophy and sociology of technology and their bearing on educational practice. He has established an MA programme in Technology and Education which reflects these concerns.     

我国工业结构变动在加入WTO后面临的综合性影响

本文从工业品进出口结构变化、外商直接投资结构变化、经济体制环境和资源配置格局变化等方面分析了加入WTO后我国工业结构变动面临的综合性影响。从总体上说，加入WTO将促进我国技术密集型产业的发展和工业结构的升级，但在不同的阶段有不同的影响趋势和特点。全方位开放对工业结构变动的综合性影响，在加入WTO至2005年的过渡期期间将继续保持积极态势，2005—2010年期间可能处于相对稳定状态，而到2010-2020年期间将出现明显有利的趋势。     

我国煤炭输送方式经济性方面的研究工作

煤炭运输方式的经济性问题是制定能源产业政策的基本理论问题之一,为此回顾了我国五十年代以来的部分有关研究工作,对不同时期的部分研究实例从研究方法、技术方案和研究结论三个方面进行了对比分析,揭示了不同研究工作在基本原理方面的一致性和技术方案方面的差异性,以及由此造成的研究结论的异同。     

The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education

Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students’ likelihood of developing successful outcomes.     

中国企业技术创新成功的环境条件分析

企业技术创新成功的环境条件分为四个不同的层次和五个不同的维度。由于我国企业环境建设不系统,因此我国企业没有成为技术创新的主体。正确认识我国企业技术创新环境问题是十分必要的。     

Technology and Rights

What do we know about technology and rights? This article provides a fairly comprehensive overview of current issues regarding this topic. We explore and analyse a wide spectrum of rights that are challenged in this current era of technological convergence. We use the United States Bill of Rights as an example of the vulnerability of legal protections for rights against particular political and technological changes in this post 9-11 climate. New streams of rights acting as a safeguard against further incursions of technology into civil liberties are explored. We also address intellectual property rights and international trends in copyright, patent and trademark laws. We question whether these issues of technology and rights have a place in current technological literacy scenarios.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.