基于素质模型的高校创新型科技人才培养研究
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摘要
创新,是一个历久弥新的话题。一部人类社会的文明史,即是一部不断创新和创造的历史。尤其是进入21世纪以后,科技创新更是成为知识经济发展的灵魂深刻地改变着人类文明的基本构成和核心理念,作为科技创新活动主体的创新型科技人才的培养亦因此而成为当今时代世界诸国人力资源开发活动中普遍关注的焦点。自1990年代中期以来,我国先后提出了“可持续发展战略”、“科教兴国战略”、“人才强国战略”以及“国家创新体系建设”等一系列事关中华民族长远发展的国家战略,对于这些战略的实现而言,创新型科技人才的培养无疑是其中一项基础性工程。目前,我国的国家综合创新能力在世界主要国家中依然处于比较落后的地位,加紧创新型科技人才的培养是改变这一状况的基础性条件之一。高等教育作为创新型国家建设重要主体,承担着人才培养、科学研究和社会服务三大基本职能。其中,人才培养是高等学校的根本职能。近十几年来,我国高等教育发展持续进行了量的扩张而进入大众化发展阶段,但与此同时,人才培养质量却日益成为一个饱受社会各界诟病的热点论题,发人深省的“钱学森之问”即是对这一问题的集中反映。在《国家中长期教育改革和发展规划纲要(2010-2020年)》制定过程的意见征询阶段亦将“如何培养创新人才”作为面向社会各界公开征询意见的二十个基本问题之一,充分体现了破解这一艰深命题的极度重要性和现实紧迫性。
由于包括创新型科技人才在内的创新型人才的培养是一项复杂的系统工程,其中涉及诸多复杂的因素。但对于这一问题的研究无论采取何种视角,其最终回归点都将指向对培养对象的某种与创新相关的素质或能力的培育方面。由此而引发出另一个与此直接相关且更为基础性的问题：创新型科技人才应该具备什么样的素质结构?其中又包括哪些具体素质要素?对这一问题的研究探索不仅有利于从理论层面科学地认识和把握创新型科技人才这一特定人才群体的共同素质特征。同时,也有利于为在科技人才的培养实践中有针对性地加强那些关键素质要素的开发培育提供更为客观的和具体的逻辑依据。而从国内目前的研究现状来看,对这一问题的研究却未能得到应有的关注。为此,本论文试图通过借助人力资源管理学中素质模型这一研究工具来构建创新型科技人才的素质模型,以系统地勾勒创新型科技人才的共性素质特征,明晰创新型科技人才培养的素质开发取向,并以该素质模型所提供的素质要素体系作为参照,着重从高等教育本科阶段人才培养实践中学生创新素质建构的角度来探讨未来潜在创新型科技人才的培养问题,以求为“如何培养创新型人才”这一现实难题破解提供可资参考的路径。
论文研究是以素质模型理论、创造力理论和创新教育理论为主要理论依托,采用理论研究与实证研究相结合、定性分析与定量分析相结合的方法,沿着三个在逻辑上相互关联的问题脉络而展开,即(1)什么是创新型科技人才?(2)为什么我国高校培养的创新型科技人才严重不足?(3)如何培养创新型科技人才?在进行文献回顾、关键概念界说和相关理论阐释之后,围绕以上三个问题,论文分别进行了较为集中的研究。
论文采用McCelland等人所开发的经典素质模型建构方法以实证研究的方式构建了创新型科技人才素质模型,通过一系列具体的素质要素来揭示这一人才群体在知识构成、思维方式、综合能力和个性品格等方面的共性特征,为解答问题之一提供了客观而清晰的认知图式。研究结果表明,共有42项素质要素对于各类科技人才的创新行为具有重要影响,从中归纳出创新型科技人才之素质特征为：广博精深且结构合理的知识体系；灵活流畅且系统深刻的思维风格；蕴含创新意识与创新精神的个性品格；适应现代科技发展的综合性创新能力。创新型科技人才培养实践中的素质开发应以此为取向而进行。
论文检视了我国高等学校创新型科技人才培养实践的现实状况,包括创新型科技人才培养目标的提出与理念主张、培养模式探索的动向,以及探索过程中的障碍因素和具体问题,讨论了其对学生创新素质体系建构的不利影响,从人才培养实践过程之中探寻问题之二存在的基本原因。论文认为,我国高校在创新型科技人才培养模式的探索中面临着诸如“传统文化中一些消极成分的隐性阻力”、“先期人才培养模式惯性作用的影响”等一系列障碍因素,以及从培养方案的制定到学生评价体系的设计整个链条中存在的一系列具体问题。这些障碍和问题均在不同程度上影响着培养对象创新素质的生成。
论文提出了创新型科技人才培养模式优化的基本主张与促进培养目标实现的协同条件建设问题,作为对问题之三的具体回应。以创新型科技人才素质模型所提供的素质要素体系为参照,将其设定为人才培养目标的给定值,以控制论思想进行高等学校创新型科技人才培养模式的系统优化,并说明相关条件对系统运行的影响；围绕着对学生创新素质体系系统培育的目标指向,阐述高等学校创新型科技人才培养模式优化应当遵循的指导思想、基本原则与具体路径；分别对影响学生创新素质生成的创新型教师队伍建设、科技训练平台建设、创新教育环境建设三个协同条件进行研究和分析,以图通过加强这些协同条件的建设来促进创新型科技人才培养目标的实现。
论文研究所作的创新努力有：建构了创新型科技人才的素质模型；基于素质模型对高等学校创新型科技人才培养模式进行了解析；提出了诸如“由模块化课程体系形态向矩阵式课程体系形态转变”等关于创新型科技人才培养模式优化的新主张或新论点。
Innovation, is a topic that never fading charms, and the civilization of human society is a history that full of continuous innovation and creation. In particular, when our era step into the twenty-first century, innovation happened in many science and technology fields is deeply changing the constitution of human civilization as well as its core concepts, and now scientific and technical innovation has become the soul of the progress of knowledge economy. With this trend, the cultivation of creative science and technology talents, who as the subject in scientific and technical innovation activities, is also becoming a common focus concerned by many countries in the development of human resources. In China, a series of strategies, which concerned with the long-term development of the nation, were successively put forward from mid1990s, such as Strategy of Sustainable Development, Strategy of Prospering Nation through Science and Education, Strategy of Strengthening Country through Talents Development and Construction of National Innovation System, etc. Undoubtedly, for the implementation of these strategies, the cultivation of creative science and technology talents is a basic project. At present, The comprehensive innovation ability of China is still in a backward status compared with those main countries in the world, and stepping up the cultivation of creative science and technology talents is also one of basic conditions that changing this situation.
As an important subject in the construction of innovative country, higher education shoulders the task of personnel training, scientific research and social service, in which personnel training is the most fundamental task for universities. In recent10years, the development of higher education in China has expanded continuously in quantity, but with this, the quality of personnel training is also increasingly becoming a hot issue in our society and suffered by the public, and Mr. Qian's Questions can be an representative example mirroring this situation. In the formulating process of National education reform and development of long-term planning programs (2010-2020), how to cultivate creative talents was one of the20issues for suggestion from all circles in the society, which indicated its significance and urgency to break through this conundrum.
It is known that the cultivation of creative science and technology talents is a complex system engineering, which involves lots of factors, but no matter what perspective is adopted for the research of this problem, its final purpose will returns to the cultivation of some competency related to innovation. Thus, a more basic problem can be put forward, that is, what kind of competence structure a creative science and technology talent should have and what competency elements contained in this structure? Research on this problem can not only help to uncover the competency characteristics of creative science and technology talents theoretically, but also provide a more objective and concrete logical basis for the practice of personnel training. However, the study on it is not paid much attention in the domestic. For this, this thesis tried to construct a competency model about creative science and technology talents in order to sketch their common competency characteristics systematically, and according to this model discussed the problem about how to cultivate creative talents at the undergraduate stage in our country.
The study of this thesis is based on The Theory of Competency Model, The Theory of Creativity and The Theory of Creative Education, and its research means is combining theoretical research with empirical research, as well as qualitative analysis with quantitative analysis. The logical vein is spread along three problems related to each other:(1) what's creative science and technology talents?(2) Why the universities in our country can't cultivate enough creative science and technology talents?and (3) how to cultivate creative science and technology talents?Around these three problems, this study includes following several aspects:
Firstly, constructed a competency model about creative science and technology talents through employing the classic means developing by McCelland, and used a series of competency elements to describe the common characteristics of their knowledge structure, thinking mode, comprehensive ability and personality traits, so as to provide a clear cognitive schemata for the problem (1). The study result indicated there were42competency element items affecting the innovative behavior of all kinds of science and technology talents, and from this, the competency characteristics could be concluded, including extensive, profound and structure-reasonable knowledge system, flexible, fluent and systematical thinking mode, personality traits full of innovation consciousness and spirit, and comprehensive innovation ability fit for the development of modern science and technology. The practice of science and technology talent training should be implemented in line with these characteristics.
Secondly, scanned the realistic situation of the science and technology talent cultivating in domestic universities, viewed its trend, especially inspected the obstacle factors and specific problems encountered in the exploring process for better model, and analyzing their negative influence for the cultivating of undergraduate students' creative competency. The study result showed that in the exploring process of cultivating model there existed some recessive resistance and obstacles which from our traditional culture or the inertial function of earlier model. To a great extent these factors were responsible for the problem (2), because they could go against the forming of undergraduate students'creative competency.
Thirdly, suggest about how to improve the current cultivating model of creative science and technology talents and how to promote its collaborative conditions were put forward, as the response to the problem (3).In this part, the target of talents-training was set as a given value referring to the competency model of creative science and technology talents, and the thought of Theory of Cybernetics was introduced in the constructing of creative science and technology talents-cultivating model system, affection of different conditions to the system operation were explained also, such as the teacher's role, the science and technology practice condition and the education environment. Then the guiding principles and practical path that should be abided by or adopted in the cultivating process were discussed in detail.What's more, the measures about how to strengthen the construction of creative teachers'team, how to strengthen the construction of science and technology training platform for undergraduate students, and how to perfect the education environment were stressed.
The novelty of this study mainly embodied in the following three aspects. Firstly, built a competency model about creative science and technology talents. Sceondly, constructed a improving model system about the cultivating of creative science and technology talents, Thirdly, a series of new claims or arguments about the cultivating of creative science and technology talents were brought forward.
由于包括创新型科技人才在内的创新型人才的培养是一项复杂的系统工程,其中涉及诸多复杂的因素。但对于这一问题的研究无论采取何种视角,其最终回归点都将指向对培养对象的某种与创新相关的素质或能力的培育方面。由此而引发出另一个与此直接相关且更为基础性的问题：创新型科技人才应该具备什么样的素质结构?其中又包括哪些具体素质要素?对这一问题的研究探索不仅有利于从理论层面科学地认识和把握创新型科技人才这一特定人才群体的共同素质特征。同时,也有利于为在科技人才的培养实践中有针对性地加强那些关键素质要素的开发培育提供更为客观的和具体的逻辑依据。而从国内目前的研究现状来看,对这一问题的研究却未能得到应有的关注。为此,本论文试图通过借助人力资源管理学中素质模型这一研究工具来构建创新型科技人才的素质模型,以系统地勾勒创新型科技人才的共性素质特征,明晰创新型科技人才培养的素质开发取向,并以该素质模型所提供的素质要素体系作为参照,着重从高等教育本科阶段人才培养实践中学生创新素质建构的角度来探讨未来潜在创新型科技人才的培养问题,以求为“如何培养创新型人才”这一现实难题破解提供可资参考的路径。
论文研究是以素质模型理论、创造力理论和创新教育理论为主要理论依托,采用理论研究与实证研究相结合、定性分析与定量分析相结合的方法,沿着三个在逻辑上相互关联的问题脉络而展开,即(1)什么是创新型科技人才?(2)为什么我国高校培养的创新型科技人才严重不足?(3)如何培养创新型科技人才?在进行文献回顾、关键概念界说和相关理论阐释之后,围绕以上三个问题,论文分别进行了较为集中的研究。
论文采用McCelland等人所开发的经典素质模型建构方法以实证研究的方式构建了创新型科技人才素质模型,通过一系列具体的素质要素来揭示这一人才群体在知识构成、思维方式、综合能力和个性品格等方面的共性特征,为解答问题之一提供了客观而清晰的认知图式。研究结果表明,共有42项素质要素对于各类科技人才的创新行为具有重要影响,从中归纳出创新型科技人才之素质特征为：广博精深且结构合理的知识体系；灵活流畅且系统深刻的思维风格；蕴含创新意识与创新精神的个性品格；适应现代科技发展的综合性创新能力。创新型科技人才培养实践中的素质开发应以此为取向而进行。
论文检视了我国高等学校创新型科技人才培养实践的现实状况,包括创新型科技人才培养目标的提出与理念主张、培养模式探索的动向,以及探索过程中的障碍因素和具体问题,讨论了其对学生创新素质体系建构的不利影响,从人才培养实践过程之中探寻问题之二存在的基本原因。论文认为,我国高校在创新型科技人才培养模式的探索中面临着诸如“传统文化中一些消极成分的隐性阻力”、“先期人才培养模式惯性作用的影响”等一系列障碍因素,以及从培养方案的制定到学生评价体系的设计整个链条中存在的一系列具体问题。这些障碍和问题均在不同程度上影响着培养对象创新素质的生成。
论文提出了创新型科技人才培养模式优化的基本主张与促进培养目标实现的协同条件建设问题,作为对问题之三的具体回应。以创新型科技人才素质模型所提供的素质要素体系为参照,将其设定为人才培养目标的给定值,以控制论思想进行高等学校创新型科技人才培养模式的系统优化,并说明相关条件对系统运行的影响；围绕着对学生创新素质体系系统培育的目标指向,阐述高等学校创新型科技人才培养模式优化应当遵循的指导思想、基本原则与具体路径；分别对影响学生创新素质生成的创新型教师队伍建设、科技训练平台建设、创新教育环境建设三个协同条件进行研究和分析,以图通过加强这些协同条件的建设来促进创新型科技人才培养目标的实现。
论文研究所作的创新努力有：建构了创新型科技人才的素质模型；基于素质模型对高等学校创新型科技人才培养模式进行了解析；提出了诸如“由模块化课程体系形态向矩阵式课程体系形态转变”等关于创新型科技人才培养模式优化的新主张或新论点。
Innovation, is a topic that never fading charms, and the civilization of human society is a history that full of continuous innovation and creation. In particular, when our era step into the twenty-first century, innovation happened in many science and technology fields is deeply changing the constitution of human civilization as well as its core concepts, and now scientific and technical innovation has become the soul of the progress of knowledge economy. With this trend, the cultivation of creative science and technology talents, who as the subject in scientific and technical innovation activities, is also becoming a common focus concerned by many countries in the development of human resources. In China, a series of strategies, which concerned with the long-term development of the nation, were successively put forward from mid1990s, such as Strategy of Sustainable Development, Strategy of Prospering Nation through Science and Education, Strategy of Strengthening Country through Talents Development and Construction of National Innovation System, etc. Undoubtedly, for the implementation of these strategies, the cultivation of creative science and technology talents is a basic project. At present, The comprehensive innovation ability of China is still in a backward status compared with those main countries in the world, and stepping up the cultivation of creative science and technology talents is also one of basic conditions that changing this situation.
As an important subject in the construction of innovative country, higher education shoulders the task of personnel training, scientific research and social service, in which personnel training is the most fundamental task for universities. In recent10years, the development of higher education in China has expanded continuously in quantity, but with this, the quality of personnel training is also increasingly becoming a hot issue in our society and suffered by the public, and Mr. Qian's Questions can be an representative example mirroring this situation. In the formulating process of National education reform and development of long-term planning programs (2010-2020), how to cultivate creative talents was one of the20issues for suggestion from all circles in the society, which indicated its significance and urgency to break through this conundrum.
It is known that the cultivation of creative science and technology talents is a complex system engineering, which involves lots of factors, but no matter what perspective is adopted for the research of this problem, its final purpose will returns to the cultivation of some competency related to innovation. Thus, a more basic problem can be put forward, that is, what kind of competence structure a creative science and technology talent should have and what competency elements contained in this structure? Research on this problem can not only help to uncover the competency characteristics of creative science and technology talents theoretically, but also provide a more objective and concrete logical basis for the practice of personnel training. However, the study on it is not paid much attention in the domestic. For this, this thesis tried to construct a competency model about creative science and technology talents in order to sketch their common competency characteristics systematically, and according to this model discussed the problem about how to cultivate creative talents at the undergraduate stage in our country.
The study of this thesis is based on The Theory of Competency Model, The Theory of Creativity and The Theory of Creative Education, and its research means is combining theoretical research with empirical research, as well as qualitative analysis with quantitative analysis. The logical vein is spread along three problems related to each other:(1) what's creative science and technology talents?(2) Why the universities in our country can't cultivate enough creative science and technology talents?and (3) how to cultivate creative science and technology talents?Around these three problems, this study includes following several aspects:
Firstly, constructed a competency model about creative science and technology talents through employing the classic means developing by McCelland, and used a series of competency elements to describe the common characteristics of their knowledge structure, thinking mode, comprehensive ability and personality traits, so as to provide a clear cognitive schemata for the problem (1). The study result indicated there were42competency element items affecting the innovative behavior of all kinds of science and technology talents, and from this, the competency characteristics could be concluded, including extensive, profound and structure-reasonable knowledge system, flexible, fluent and systematical thinking mode, personality traits full of innovation consciousness and spirit, and comprehensive innovation ability fit for the development of modern science and technology. The practice of science and technology talent training should be implemented in line with these characteristics.
Secondly, scanned the realistic situation of the science and technology talent cultivating in domestic universities, viewed its trend, especially inspected the obstacle factors and specific problems encountered in the exploring process for better model, and analyzing their negative influence for the cultivating of undergraduate students' creative competency. The study result showed that in the exploring process of cultivating model there existed some recessive resistance and obstacles which from our traditional culture or the inertial function of earlier model. To a great extent these factors were responsible for the problem (2), because they could go against the forming of undergraduate students'creative competency.
Thirdly, suggest about how to improve the current cultivating model of creative science and technology talents and how to promote its collaborative conditions were put forward, as the response to the problem (3).In this part, the target of talents-training was set as a given value referring to the competency model of creative science and technology talents, and the thought of Theory of Cybernetics was introduced in the constructing of creative science and technology talents-cultivating model system, affection of different conditions to the system operation were explained also, such as the teacher's role, the science and technology practice condition and the education environment. Then the guiding principles and practical path that should be abided by or adopted in the cultivating process were discussed in detail.What's more, the measures about how to strengthen the construction of creative teachers'team, how to strengthen the construction of science and technology training platform for undergraduate students, and how to perfect the education environment were stressed.
The novelty of this study mainly embodied in the following three aspects. Firstly, built a competency model about creative science and technology talents. Sceondly, constructed a improving model system about the cultivating of creative science and technology talents, Thirdly, a series of new claims or arguments about the cultivating of creative science and technology talents were brought forward.
引文
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①这一理论由Altshuller在1946年创立的,起初主要用于引导人们如何解决发明创造过程中所遇到的技术难题,后来演变为一个由解决技术,实现创新开发的各种方法、算法组成的综合理论体系。由于其俄语表述为Teoriya Resheniya Izobretatelskikh Zadatch,人们通常将其简称为TRIZ理论。1980年代中期前,该理论对其他国家保密,1980年代中期,随一批科学家移居美国等西方国家,该理论逐渐进入到世界产品开发领域,并在创新教育领域产生了广泛的影响。
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①一般认为一次有效的BEI访谈需要花费1.5—2个小时,访谈长度应该在10000字以上。
①由于编码是围绕某一类别进行的,并在概念层面连接各个类别,因此称为“主轴’'(Strsuss & Corbin,1998).
①归类一致性是指不同编码者之间对相同访谈文本资料进行编码归类相同的个数及占总个数的百分比具体计算公式为：CA=2S/(T,+T2)。其中s表示两名编码者编码归类相同的个数,T1和T2分别表示两名编码者的对每份文本材料的编码个数；0≤CA≤1,值越大,表明编码一致性越高。
②编码信度的计算公式为：R(信度)=N×平均相互同意度／[1+(N-1)×平均相互同意度],公式中相互同意度=2M/(N1+N2)，M为编码者完全相同的编码数,N1为第一个编码者的编码总数,N2为第二个编码者的编码总数。参见：董奇：心理与教育研究方法[M].北京：北京师范大学出版社,2004：397—398.
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①本项调查中对问卷有效性的判定标准为：除开放性的问题之外每份调查问卷中的漏答题项不超过5题。
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②CITC是指在同一变量维度下,每一项目与其他所有项目之和的相关系数。通常如果CITC系数低于0.4,就应该考虑删除这一项目。而如果CITC系数大于0.7,则表明项目之间相关性较好(G1iner & Morgan,2000).
①折半信度是指测验在没有副本且只能实施一次的情况下,通常将将测验题目分成对等的两半,根据各个被试在这两半测验中所得的分数,计算其相关系数,作为信度指标。
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①具体转换方法为：在SCI、EI或ISTP检索系统中每发表1篇论文计1个分值；作为项目主持者或者作为主要成员参与的国家级科研项目计2个分值,省部级科研项目计1个分值；作为第一申请人所获得美、日、欧三方发明专利计2个分值,国内发明专利计1个分值；获得国家自然科学奖、国家科技发明奖、国家科技进步奖一等奖奖项计2个分值,二等奖以及省部级科技进步一等奖计1个分值；作为主持人或者核心成员所开发的国家级重点新产品每项计2个分值。
②Pearson相关系数r亦称为积差相关系数,适用于研究两个变量之间的线性相关的强弱程度。r的取值在-1与+1之间,若r>0,表明两个变量是正相关,即一个变量的值越大,另一个变量的值也会越大；若r<0,表明两个变量是负相关,即一个变量的值越大另一个变量的值反而会越小。具体的判断标准为：r的绝对值为0,表示两变量完全不相关；r的绝对值大于0而小于或等于0.3,表示两变量微弱相关：r的绝对值大于0.3而小于或等于0.5,表示两变量低度相关；r的绝对值大于0.5而小于或等于0.8,表示两变量显著相关；r的绝对值大于0.8而小于或等于1,表示两变量高度相关(其中等于1时为完全相关)。参见：王璐SPSS统计分析基础、应用与实践[M].北京：化学工业出版社,2010：173-174.
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①素质要素重要等级的划分方式为：问卷调查中得分均值大于3而小于3.5的素质项目标示为A1,大于或等于3.5而小于4的素质项目标示为A2,大于或等于4的素质项目标示为A3。
①普通组58名被试的基本情况为：从性别分布看：男性49人,女性9人：从学历分布看：大学专科8人,大学本科43人,硕士研究生7人；从职称分布来看,初级职称6人,中级职称26人,副高级职称21人,正高级职称5人；从服务部门看,高等学校22人,科研机构24人,各类企业13人。从工作领域看,电子工程技术领域17人,生命科学研究领域6人,航空航天工程技术领域13人,船舶工程技术领域11人,医药化工领域12人。
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①这一理论由Altshuller在1946年创立的,起初主要用于引导人们如何解决发明创造过程中所遇到的技术难题,后来演变为一个由解决技术,实现创新开发的各种方法、算法组成的综合理论体系。由于其俄语表述为Teoriya Resheniya Izobretatelskikh Zadatch,人们通常将其简称为TRIZ理论。1980年代中期前,该理论对其他国家保密,1980年代中期,随一批科学家移居美国等西方国家,该理论逐渐进入到世界产品开发领域,并在创新教育领域产生了广泛的影响。
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①一般认为一次有效的BEI访谈需要花费1.5—2个小时,访谈长度应该在10000字以上。
①由于编码是围绕某一类别进行的,并在概念层面连接各个类别,因此称为“主轴’'(Strsuss & Corbin,1998).
①归类一致性是指不同编码者之间对相同访谈文本资料进行编码归类相同的个数及占总个数的百分比具体计算公式为：CA=2S/(T,+T2)。其中s表示两名编码者编码归类相同的个数,T1和T2分别表示两名编码者的对每份文本材料的编码个数；0≤CA≤1,值越大,表明编码一致性越高。
②编码信度的计算公式为：R(信度)=N×平均相互同意度／[1+(N-1)×平均相互同意度],公式中相互同意度=2M/(N1+N2)，M为编码者完全相同的编码数,N1为第一个编码者的编码总数,N2为第二个编码者的编码总数。参见：董奇：心理与教育研究方法[M].北京：北京师范大学出版社,2004：397—398.
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①本项调查中对问卷有效性的判定标准为：除开放性的问题之外每份调查问卷中的漏答题项不超过5题。
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②CITC是指在同一变量维度下,每一项目与其他所有项目之和的相关系数。通常如果CITC系数低于0.4,就应该考虑删除这一项目。而如果CITC系数大于0.7,则表明项目之间相关性较好(G1iner & Morgan,2000).
①折半信度是指测验在没有副本且只能实施一次的情况下,通常将将测验题目分成对等的两半,根据各个被试在这两半测验中所得的分数,计算其相关系数,作为信度指标。
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①具体转换方法为：在SCI、EI或ISTP检索系统中每发表1篇论文计1个分值；作为项目主持者或者作为主要成员参与的国家级科研项目计2个分值,省部级科研项目计1个分值；作为第一申请人所获得美、日、欧三方发明专利计2个分值,国内发明专利计1个分值；获得国家自然科学奖、国家科技发明奖、国家科技进步奖一等奖奖项计2个分值,二等奖以及省部级科技进步一等奖计1个分值；作为主持人或者核心成员所开发的国家级重点新产品每项计2个分值。
②Pearson相关系数r亦称为积差相关系数,适用于研究两个变量之间的线性相关的强弱程度。r的取值在-1与+1之间,若r>0,表明两个变量是正相关,即一个变量的值越大,另一个变量的值也会越大；若r<0,表明两个变量是负相关,即一个变量的值越大另一个变量的值反而会越小。具体的判断标准为：r的绝对值为0,表示两变量完全不相关；r的绝对值大于0而小于或等于0.3,表示两变量微弱相关：r的绝对值大于0.3而小于或等于0.5,表示两变量低度相关；r的绝对值大于0.5而小于或等于0.8,表示两变量显著相关；r的绝对值大于0.8而小于或等于1,表示两变量高度相关(其中等于1时为完全相关)。参见：王璐SPSS统计分析基础、应用与实践[M].北京：化学工业出版社,2010：173-174.
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①普通组58名被试的基本情况为：从性别分布看：男性49人,女性9人：从学历分布看：大学专科8人,大学本科43人,硕士研究生7人；从职称分布来看,初级职称6人,中级职称26人,副高级职称21人,正高级职称5人；从服务部门看,高等学校22人,科研机构24人,各类企业13人。从工作领域看,电子工程技术领域17人,生命科学研究领域6人,航空航天工程技术领域13人,船舶工程技术领域11人,医药化工领域12人。
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