正和博弈视域下图书馆嵌入式教育践行效度实现的应然策略
|
摘要
本文借用协同理论对嵌入式教育之本质意蕴进行前置解读,以112所"211工程"大学图书馆嵌入式教育实施情况为例,分析了嵌入式教育践行效度弱化的原因:学校顶层设计缺乏统筹、协同意识淡薄、图书馆定位模糊、长效运行机制不畅、合作保障体系不健全等,基于以上原因,指出导入正和博弈思维是破解嵌入式教育困境之道,提出以准确定位为前提、以协同运行机制健全为核心、以协同制度完善为保障之嵌入式教育践行效度实现的实施方略。
Firstly,this paper analyzes the essential meaning of embedded education by using the synergetic theory,and then takes 112 "211Project" university libraries as an example,this paper points out the reasons for embedded education practice weakening:lack of top-level design and co-ordination for universities,cooperative consciousness,library positioning ambiguity,poor long-term operating mechanism,cooperative security system imperfect,and so on.Based on the above reasons,it points out that the introduction of positive-sum game thinking is the way to solve the embedded education predicament.Finally,it puts forward the embedded education implementation must take accurate positioning as precondition,take synergy mechanism as the core,and take collaborative system as guarantee.
Firstly,this paper analyzes the essential meaning of embedded education by using the synergetic theory,and then takes 112 "211Project" university libraries as an example,this paper points out the reasons for embedded education practice weakening:lack of top-level design and co-ordination for universities,cooperative consciousness,library positioning ambiguity,poor long-term operating mechanism,cooperative security system imperfect,and so on.Based on the above reasons,it points out that the introduction of positive-sum game thinking is the way to solve the embedded education predicament.Finally,it puts forward the embedded education implementation must take accurate positioning as precondition,take synergy mechanism as the core,and take collaborative system as guarantee.
引文
[1]初景利.嵌入式图书馆服务的理论突破[J].大学图书馆学报,2013(6):5-9.
[2]刘颖,黄传惠.嵌入用户环境:图书馆学科服务新方向[J].图书情报知识,2012(1):52-59.
[3]黄红梅,张琳.高校图书馆嵌入式服务实践与优化[J].图书馆工作与研究,2014(2):46-48,103.
[4]付佳.基于泛在知识环境的医学图书馆嵌入式学科服务[J].医学信息学杂志,2014(11):71-75.
[5]R.E.Miles,C.C.Snow,G.Miles.Collaborative Entrepreneurship:How Communities of Networked Firms use Continuous lnnovation to Create Econonic Wealth[M].Stanford University Press,2005.
[6]同[5].
[7]关辉.组织动力成果:我国大学跨学科演进的三重维度与协同逻辑[J].教育发展研究,2015(3):11-15.
[8]王立,等.公共政策中的利益考量[J].管理学刊,2012(8):80-83.
[9]龚芙蓉.国外高校信息素质教育之“嵌入式教学模式”的思考与启示[J].图书馆论坛,2010(3):147-149,178.
[10]蒋永福.技术和制度哪个更重要?——关于图书馆制度的思考[J].图书馆,2005(4):1-5.
[11]兰孝慈,许疆.图书馆制度重构:法治思维与法治方式融合实现图书馆价值意蕴的应然选择[J].图书馆学研究,2015(10):18-21.
[12]林克松,朱德全.从零和博弈到正和博弈:城乡职业教育协同发展的理念变革[J].教育与职业,2012(5):5-7.
[13]同[12].
[14]同[12].
[15]付希金.学科服务新探索[J].图书情报工作,2014(11):65-69.
[16]兰孝慈.拟态环境下高校馆院协同开展新式媒介素养教育的应然策略[J].图书馆学研究,2015(15):2-5.
[2]刘颖,黄传惠.嵌入用户环境:图书馆学科服务新方向[J].图书情报知识,2012(1):52-59.
[3]黄红梅,张琳.高校图书馆嵌入式服务实践与优化[J].图书馆工作与研究,2014(2):46-48,103.
[4]付佳.基于泛在知识环境的医学图书馆嵌入式学科服务[J].医学信息学杂志,2014(11):71-75.
[5]R.E.Miles,C.C.Snow,G.Miles.Collaborative Entrepreneurship:How Communities of Networked Firms use Continuous lnnovation to Create Econonic Wealth[M].Stanford University Press,2005.
[6]同[5].
[7]关辉.组织动力成果:我国大学跨学科演进的三重维度与协同逻辑[J].教育发展研究,2015(3):11-15.
[8]王立,等.公共政策中的利益考量[J].管理学刊,2012(8):80-83.
[9]龚芙蓉.国外高校信息素质教育之“嵌入式教学模式”的思考与启示[J].图书馆论坛,2010(3):147-149,178.
[10]蒋永福.技术和制度哪个更重要?——关于图书馆制度的思考[J].图书馆,2005(4):1-5.
[11]兰孝慈,许疆.图书馆制度重构:法治思维与法治方式融合实现图书馆价值意蕴的应然选择[J].图书馆学研究,2015(10):18-21.
[12]林克松,朱德全.从零和博弈到正和博弈:城乡职业教育协同发展的理念变革[J].教育与职业,2012(5):5-7.
[13]同[12].
[14]同[12].
[15]付希金.学科服务新探索[J].图书情报工作,2014(11):65-69.
[16]兰孝慈.拟态环境下高校馆院协同开展新式媒介素养教育的应然策略[J].图书馆学研究,2015(15):2-5.