数字技术对能源互联网综合效益的影响分析

量化分析数字化发展对能源互联网能源、环境、经济综合效益的影响具有重要理论和实践价值。基于产业链视角,采用系统动力学理论和方法,刻画数字技术投资在能源互联网产业上游能源生产、中游能源传输和下游能源消费中发挥的关键作用,识别数字技术投资及其他影响能源互联网效益的关键因素,厘清其反馈关系,并在此基础上构建包含能源生产商子系统、能源服务商子系统以及能源终端用户子系统的系统动力学模型,量化模拟不同类型数字技术投资比重变化下对能源互联网产业的经济、能源和环境效益的综合影响。仿真结果表明,数字技术投资在能源互联网综合效益提升中发挥关键作用;在高比例数字技术投入场景下,预计到2025年,数字技术每年为中国社会提供近72万就业岗位,清洁能源发电装机新增至17.6亿kW,可累计减少二氧化碳排放57亿t。提高数字技术投资比例可显著提高能源互联网综合效益,有力支持中国“十四五”规划的发展目标。     

我国产业投资与经济增长的静态和动态关系研究

本文通过灰色关联分析和VECM深入研究了我国固定资产总投资、各个产业投资与GDP以及各产业产值的关系。结果发现我国固定资产投资对经济增长的影响很大,第三产业投资对第一产业和第三产业产值的关联程度很大;而第三产业产值对各业投资的依存程度较强。固定资产投资是经济增长的格兰杰原因,经济增长却不是固定资产投资的格兰杰原因。我国经济应该在增强自身内生发展能力下功夫。     

我国固定资产投资结构与经济增长的关系

文章采用协整和误差修正模型分析了我国改革开放以来固定资产投资结构与经济增长的关系,发现国有经济投资额,国内贷款投资额,房地产投资额与GDP存在协整关系,私营经济投资对经济的影响不明显.同时看到国内贷款投资额,房地产投资额是GDP变化的原因.     

教育创新系统的开发与运行

教育创新系统是国家创新系统的重要组成部分，教育创新系统的开发与运行是提高国家科技实力、经济实力和社会协调发展的有效途径，它的主要功能在于培养各种类型的人才和创造技术源和知识源。本文从理念、制度、组织、技术和内容等方面对教育创新系统进行开发研究，并在此基础上提出了教育创新系统运行的评价方法及政策建议。     

煤炭企业人才需求及结构预测

基于系统动力学基本原理对煤炭企业人力资源现状进行分析,并以某企业为例,构建其人才结构的系统动力学模型。在通过有效性检验后,对模型进行为期50年的仿真运行,最终得出该企业人才需求及结构预测结果。     

中国能源消费与国民经济增长的关系研究

能源消费量与经济发展水平之间的关系问题,是世界各国研究的热点问题之一.本文提出了能源消费与经济关系的研究,应同时考虑能源行业固定资产投资、能源消耗量与经济的关系,基于1981-2004年中国GDP、能源消费量及能源行业固定资产投资等统计数据,利用格兰氏因果关系和误差修正模型,检验了能源消费量与经济之间的关系,结果显示,在短期内,能源固定资产投资对经济增长具有正向促进作用,但不具有长期均衡关系.而能源消耗量与GDP之间不仅具有一定的协整关系,还存在着从GDP到能源消耗量的单向Granger因果关系,从长期均衡来看,GDP每增加1%,能源消耗量增加1.458%.因此,在能源稀缺的条件下,应优化产业结构,节约能源,促进经济的可持续发展.     

工业经济空间结构对经济增长的影响研究——以云南省为例

本文基于空间经济理论分析了云南省工业空间结构与经济增长空间结构演变的相关性.研究发现,云南省内区域的工业化程度与经济增长水平有同步性.对云南省工业化与经济增长空间结构演变相关性的分析发现,经济增长与工业固定资产投资和工业产值呈显著正相关关系,而工业就业对经济增长的影响较小.结果表明,工业发展是云南省经济空间结构形成的主要原因,也是云南经济增长的主要动力.     

浅论固定资产投资与流动资金投资的综合平衡

我国每年都要根据国民经济发展的要求和资金积累的情况,追加一定数量的投资用于增加固定资产和流动资金。但流动资金的投资在社会主义扩大再生产中处于什么样的地位?固定资产投资与流动资金投资要不要综合平衡?这些问题长期以来却没有引起人们注意,也没有经过很好的研究,因而,在实际工作中也就难免造成盲目性。事实上,国民经济的综合平衡决定于一系列的比例关系。这些比例关系既包括诸如农轻重、积累与消费这样一些基本的比例,也包括固定资产投资与流动资金投资这样一些重大的比例。马克思指出:“要使生产过     

中国工业产能过剩测度及影响因素研究

基于生产函数法,运用面板数据的固定效应模型对2000～2011年我国29个地区的工业产能过剩程度进行了测算,并对其影响因素进行了实证分析,从全国情况来看,我国固定资产投资、银行流动性过剩和宏观经济波动均对我国工业产能过剩的影响显著,其中固定资产投资与产能利用率之间呈负相关关系,银行资金流动性过剩、宏观经济波动与产能利用率之间呈现正相关关系;从四大地区情况来看,我国工业产能过剩的影响因素存在着区域差异,在此基础上提出遏制投资消费失衡,转变经济增长方式,优化区域产业结构以抑制产能过剩的对策建议。     

宏观教育系统SD模型的构建初探

按照系统动力学建模的理论和方法,分析了宏观教育系统的测量指标,并对查有梁先生的相关理论进行了统计检验和修正,最终构建了宏观教育系统的因果关系图,对实际仿真过程中需要的流图、方程等都作出了必要的估计和说明,为宏观教育系统的研究工作提供了一个新的视角。     

＂计算机集成印刷系统＂课程知识体系的探讨

本研究在探讨＂计算机集成印刷系统＂（CIPPS）课程设置的必要性和迫切性基础上,提出了课程的知识领域、重点内容和知识体系,重点讨论了制定课程知识体系的指导思想.有关印刷专家、教授的意见表明,本文提出的＂计算机集成印刷系统＂课程的知识体系是合理可行的.     

浅析中国教育中的人本主义思想

教育理应以人为本从而促进人的全面发展,指引着我国教育向着正确的方向不断发展。本文分析了人本主义教育思想的基本状况,探讨了当前我国实行人本主义教育思想的必要性和重要性,并且在此基础上针对如何贯彻人本主义教育思想提出了几点对策建议。     

城镇化背景下的户籍制度改革：方向、重心与路径选择

随着我国工业化、城镇化建设的快速推进，户籍制度对人口流动的限制作用正在逐渐减弱，因此当前我国户籍制度改革的探索方向与重心应开始转向如何通过革除当前户籍制度的利益分配功能进而实现公民利益权利的无差别化待遇，如何加快推进城乡一体化进程进而缩小城乡差距，以及如何提高农村劳动力的受教育程度和质量进而解决城乡教育的“二元化”等一系列问题上来。     

对开征教育税的探讨

开征教育税,理顺教育事业费的来源渠道,对规范教育收费体制,普及九年制义务教育,支持基础性教育工作有着十分重要的意义.本文就教育费附加及有关教育性收费改革为教育税进行了初步探讨.     

Technology Education in Ontario: Evolution, Achievements, Critiques and Challenges. Part 1: The Context

This article, in seven sections, describes the evolution of technological education in the Canadian province of Ontario. The first section clarifies the meanings of the terms technology and technological education. The second outlines significant events in the history of technical education in the province. The third examines some of the societal factors that have created a climate for change during the past two decades, while the fourth describes the broader context of recent curriculum developments. The fifth reports on the introduction in 1995 of The Common Curriculum and the publication of Broad-based Technological Education. The sixth provides a few case studies illustrating the variety of ways in which technology education is currently implemented. The seventh section offers an evaluation and critique of some aspects of provincial curriculum policy and practice. The article is published in two parts. Part 1, in this issue, contains the first five sections, which describe the current curriculum offerings and their evolution. Part 2, containing the remaining two sections and all references, will be published in the next issue. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

Designing education for life on earth

Designing, viewed broadly as the human capacity to link thought and action, has meaning and value in the world that transcends its material associations. Given the nature and urgency of current socioeconomic and ecological problems, the creative, generative concept of design must be made more accessible and useful. Accordingly, my intent is to dispel prevailing, narrow, specialist impressions of design and to advance in the public mind a larger concept that can influence deliberations and behavior in society-at-large. One of today's most critical areas of need, and one where I think design can make a particularly significant contribution, is education. A critical task for such design-based education is enabling people to design an ecologically and economically sustainable future.     

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (O’Sullivan, Proceedings of Second International Primary Design and Technology Conference—Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students’ responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.     

论中西部山区农村教育的和谐发展

实现山区农村教育的和谐发展仍有许多问题需要解决。本文通过对中西部部分山区农村教育现状进行调查,引进和谐理论,具体分析了解决山区教育不公平、信息化落后、师资力量薄弱、教育设施简陋及农民教育观念落后等问题的对策,从而促进山区农村教育的和谐发展。