海城耦合：海岸带城市生态文明教育的方法与实践

海岸带是中国乃至全球经济快速发展的引擎带,全球超过1 000万人口的大城市有70%位于海岸带河口区域。海岸带城市具有陆海交汇的典型特征,因其融合城市与海洋的特性成为生态文明教育的典型。以海城耦合为创新切入点,推动海岸带城市生态文明课程教育方法论与教学实践的发展。通过融合习近平生态文明思想、复杂性理论和系统学理论实现方法论体系创新,结合海岸带城市生态文明建设的现实问题与需求,以“学科耦合—陆海耦合—人海耦合”,打通海岸带城市生态文明专业、通识和科普三大教育之间的壁垒;以海城耦合课程实践培育生态文明专业学生的海洋意识,实现教育与科研相长,科研与科普互融,协同推动海城耦合的海岸带城市生态文明教育。研究构建海城耦合的教学新范式,以课程推动生态学科、海洋学科和规划管理学科交叉创新,培养高质量海岸带城市生态文明人才,服务于我国生态文明建设和海洋强国战略。     

测绘人才创新教育探析

测绘人才创新教育在于培养具有创新思维、技能、人格的人才。测绘人才创新教育应树立测绘创新教育的意识和理念 ;丰富测绘创新教育的内容和任务 ;建立蓬勃发展的测绘创新教育体制和机制 ;优化测绘创新教育的环境和氛围 ;建构测绘创新教育设施的基地。     

地方院校应用技术型专业本硕一体化培养模式探讨——以广西师范学院地理信息科学专业为例

地方院校应用技术型专业构建"本硕一体化"人才培养模式,是适应新时期地方院校教育改革和促进学生自我能力发展的有效探索。本文从应用技术型专业特征入手,以广西师范学院地理信息科学专业为例,探索了地方院校应用技术型专业"本硕一体化"培养的可行性,并从生源选择、培养方式等方面解析了"本硕一体"培养模式,以期为地方院校的教育改革提供思路及参考。     

The human core of the shared socioeconomic pathways: Population scenarios by age,sex and level of education for all countries to 2100

This paper applies the methods of multi-dimensional mathematical demography to project national populations based on alternative assumptions on future, fertility, mortality, migration and educational transitions that correspond to the five shared socioeconomic pathways (SSP) storylines. In doing so it goes a significant step beyond past population scenarios in the IPCC context which considered only total population size. By differentiating the human population not only by age and sex—as is conventionally done in demographic projections—but also by different levels of educational attainment the most fundamental aspects of human development and social change are being explicitly addressed through modeling the changing composition of populations by these three important individual characteristics. The scenarios have been defined in a collaborative effort of the international Integrated Assessment Modeling community with the medium scenario following that of a major new effort by the Wittgenstein Centre for Demography and Global Human Capital (IIASA, OEAW, WU) involving over 550 experts from around the world. As a result, in terms of total world population size the trajectories resulting from the five SSPs stay very close to each other until around 2030 and by the middle of the century already a visible differentiation appears with the range between the highest (SSP3) and the lowest (SSP1) trajectories spanning 1.5 billion. The range opens up much more with the SSP3 reaching 12.6 billion in 2100 and SSP1 falling to 6.9 billion which is lower than today's world population.     

Exploring marine spatial planning education: Challenges in structuring transdisciplinarity

Marine Spatial Planning (MSP) has experienced vigorous growth on the international scale in recent years, and several practices has emerged from different countries. The demand for specific training in the preparation and implementation of marine planning has therefore already shown itself to be quite relevant on a global scale. Educational initiatives related to MSP have to respond to the increased complexity of MSP, which integrates environmental and economic perspectives on marine resources and maritime sectors, considering governance framework as well as maritime affairs and legislation.This paper aims at addressing the educational and training needs for the development of both academic education and professional training in MSP. Learning skills, contents and methods of an ‘ideal’ MSP course are depicted from widely accepted operative guides on MSP and from the EU Framework Directive on MSP (2014/89/EU). They are considered for the analysis of the current educational offer around MSP, performed in a sample of countries that have already undergone a process of implementation of MSP by Law. As result, beside the great variety of courses, it emerges that MSP education seems to be often regarded from an environmental perspective – in continuity with Integrated Coastal Management education – while planning theory and experiences in MSP are the least represented contents. Results are discussed in relation to three major challenges: i) how educational offer reflects on transdisciplinarity, ii) the role of theory in MSP courses, and iii) the enforceability of Plans as major concern in MSP.     

地图学网站的设计与实现

随着计算机与互联网技术的发展与应用,古老的地图正在发挥着越来越重要的作用。为了普及地图学知识,增加人们对地图的了解与应用,适应网络化教育发展的需要,我们建立了专业性的“地图学网站”。本文介绍了该地图学网站的主要内容、功能设计与实现方法,对地图学网站及网络地图的设计与实现进行了初步的探索。     

虚拟天文台教育门户建设构想

本文从天文教育的重要性及现状出发，探讨了基于虚拟天文台建设天文教育门户的必要性和可行性；初步设想了结合元数据描述方法，利用虚拟天文台的资源注册和发现机制、元数据记录自动生成机制、元数据集管理机制以及对元数据所标记的资源的查询机制来建设天文教育门户；提供了对我们有借鉴意义的美国教育资源门户网站的运行管理机制；最后对基于虚拟天文台的科学教育的发展前景作了展望。     

90后大学生素质教育的现实路径

培养高素质的一代新人,是新时期大学教育的目标追求。针对90后大学生的特点,系统分析和探讨了90后大学生素质教育的现实路径:创新政治教育,培育科学信仰;注重能力训练,提升专业素质;坚持多措并举,培养健康身心;落实学以致用,强化实践能力。唯如此,才能造就新一代合格的接班人。     

新形势下研究生思想政治教育的实践与思考

在分析新形势下我国研究生群体思想困惑以及思想政治教育存在问题基础上,探讨了研究生思想教育新模式。     

随机干预试验——影响评估的前沿方法

在国际上, 影响评估已经逐步成为项目设计的一部分, 其最大的挑战是如何判断结果变化确实是由于项目干预或政策实施所致。影响评估的方法可以分为非试验性影响评估方法和试验性影响评估方法两类。非试验性影响评估的主要方法有事前事后评估比较法、倍差分析法、匹配法、工具变量法、断点回归法等;而试验性评估方法即随机干预试验, 其最大的优点是避免了非试验性评估的选择误差问题。本文在介绍2 类影响评估方法特点的基础上, 重点介绍了随机干预试验的试验设计和操作步骤。开展随机干预试验首先要进行因果链分析, 其次确定干预的单位和随机的方法, 然后进一步分析其他可能对结果变量产生影响的因素, 并在试验设计时加以控制, 最后计算试验规模的大小。随机干预试验的执行过程:第一步是基线调查, 第二步随机选择样本实施干预, 第三步是评估调查。本文以婴幼儿营养健康和教育的影响评估项目为典型案例, 对随机干预试验在中国的实践应用进行了介绍。随机干预试验在影响评估领域具有广阔的应用前景。