Web of Knowledge平台是目前科研工作者和管理者应用及关注的热点之一。该研究分别从Web of Knowledge平台的功能、评价与应用三个方面对国内外的研究现状进行了回顾,尤其是web of Knowledge在科研服务中的应用。对Web of Knowledge在...Web of Knowledge平台是目前科研工作者和管理者应用及关注的热点之一。该研究分别从Web of Knowledge平台的功能、评价与应用三个方面对国内外的研究现状进行了回顾,尤其是web of Knowledge在科研服务中的应用。对Web of Knowledge在科研服务中的应用的研究主要从国际刊物信息发布、地域与机构成果分析、学科成果分析、主题分析与应用方面解析与总结,得出了Web of Knowledge平台的一些优缺点和现有研究中的不足,并指出了未来研究Web of Knowledge平台的趋势。展开更多
This paper which is directed to constructing the cognitive model of knowledge acquisition in view of the increasing need of globalization-oriented study, points out features of globalization-oriented study, and propos...This paper which is directed to constructing the cognitive model of knowledge acquisition in view of the increasing need of globalization-oriented study, points out features of globalization-oriented study, and proposes the importance and necessity for constructing the CMKAGS （cognitive model of knowledge acquisition in globalization-oriented study） which includes attention, background knowledge, and chunking memory that involves semantic chunking, information encoding as well as choice of information encoding. The cognitive model of knowledge acquisition in question aims at helping e-learners to memorize their learned knowledge and improve their studies effectively and efficiently, whether they study in enhanced conditions or in natural conditions展开更多
In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical...In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.展开更多
文摘Web of Knowledge平台是目前科研工作者和管理者应用及关注的热点之一。该研究分别从Web of Knowledge平台的功能、评价与应用三个方面对国内外的研究现状进行了回顾,尤其是web of Knowledge在科研服务中的应用。对Web of Knowledge在科研服务中的应用的研究主要从国际刊物信息发布、地域与机构成果分析、学科成果分析、主题分析与应用方面解析与总结,得出了Web of Knowledge平台的一些优缺点和现有研究中的不足,并指出了未来研究Web of Knowledge平台的趋势。
文摘This paper which is directed to constructing the cognitive model of knowledge acquisition in view of the increasing need of globalization-oriented study, points out features of globalization-oriented study, and proposes the importance and necessity for constructing the CMKAGS （cognitive model of knowledge acquisition in globalization-oriented study） which includes attention, background knowledge, and chunking memory that involves semantic chunking, information encoding as well as choice of information encoding. The cognitive model of knowledge acquisition in question aims at helping e-learners to memorize their learned knowledge and improve their studies effectively and efficiently, whether they study in enhanced conditions or in natural conditions
文摘In this paper, I examine Steve Fuller＇s ＂sociological＂ social epistemology that must be distinguished from its ＂philosophical＂ counterpart. Fuller＇s sociological social epistemology can prompt deep philosophical analyses of the conditions for knowledge that themselves bear on what should count as knowledge. That is, it can be a vital prelude to developing an interdisciplinary investigation into educational issues. This paper looks at the three features that form an integral part of Fuller＇s social epistemology, which is partly elucidatory and partly critical： naturalistic, normative, and organizational aspects. It goes on to explore whether and to what extent Fuller＇s criticism of an ＂always already＂ thesis in philosophy and his idea of ＂knowledge management＂ afford an understanding of human knowledge in particular and human development in general. This paper concludes with an observation that Fuller＇s social epistemology is flawed in some respects but nonetheless is of relevance to the philosophical study of education.
