From Control to Empowerment:A Paradigm Shift in the Discourse of Educational Supervision

As educational reforms intensify and societal emphasis shifts towards empowerment,the traditional discourse paradigm of management and control in educational supervision faces growing challenges.This paper explores the transformation of this discourse paradigm through the lens of empowerment,analyzing its distinct characteristics,potential pathways,and effective strategies.This paper begins by reviewing the concept of empowerment and examining the current research landscape surrounding the discourse paradigm in educational supervision.Subsequently,we conduct a comparative analysis of the“control”and“empowerment”paradigms,highlighting their essential differences.This analysis illuminates the key characteristics of an empowerment-oriented approach to educational supervision,particularly its emphasis on dialogue,collaboration,participation,and,crucially,empowerment itself.Ultimately,this research advocates for a shift in educational supervision towards an empowerment-oriented discourse system.This entails a multi-pronged approach:transforming ingrained beliefs,embracing renewed pedagogical concepts,fostering methodological innovation,and optimizing existing mechanisms and strategies within educational supervision.These changes are proposed to facilitate the more effective alignment of educational supervision with the pursuit of high-quality education.

DAO to HANOI via DeSci: AI Paradigm Shifts from AlphaGo to ChatGPT

From AlphaGo to ChatGPT,the field of AI has launched a series of remarkable achievements in recent years.Analyzing,comparing,and summarizing these achievements at the paradigm level is important for future AI innovation,but has not received sufficient attention.In this paper,we give an overview and perspective on machine learning paradigms.First,we propose a paradigm taxonomy with three levels and seven dimensions from a knowledge perspective.Accordingly,we give an overview on three basic and twelve extended learning paradigms,such as Ensemble Learning,Transfer Learning,etc.,with figures in unified style.We further analyze three advanced paradigms,i.e.,AlphaGo,AlphaFold and ChatGPT.Second,to enable more efficient and effective scientific discovery,we propose to build a new ecosystem that drives AI paradigm shifts through the decentralized science(DeSci)movement based on decentralized autonomous organization(DAO).To this end,we design the Hanoi framework,which integrates human factors,parallel intelligence based on a combination of artificial systems and the natural world,and the DAO to inspire AI innovations.

The Paradigm Shifts in Bangladesh and China Relations in the New Global Political Architecture

Chinese President Xi Jinping's visit to Bangladesh in October2016 has dramatically uplifted the strategic value of Bangladesh to the world and presented new opportunities to Bangladeshs' security,political and economic interests.Bangladesh and China have agreed to elevate‘the closer comprehensive partnership of cooperation'to a ‘strategic partnership'.China's B&R initiative is perhaps a major project for Bangladesh to promote economic development and to connect itself with global markets.

Learner Autonomy and Attribution： A Paradigm Shift in ELT in India

Learner autonomy and attribution impact English language acquisition. Learners should be encouraged to take the responsibility for their success or failure, and achievement or underperformance in the acquisition of English as an L2 （second language）. A paradigm shift can be visible on the part of teachers and students of English only when they are metamorphosed voluntarily into classroom facilitators and autonomous learners with changed duties and responsibilities. As facilitators, teachers closely monitor learners＇ attributions to their success/failure in English language courses. ＂Attribution＂ means ＂how learners learn about themselves and order uncertain environments＂. Teachers are very often unaware of learner attributions; so it becomes essential for them to increase their awareness of learner attributions so that they can become facilitators. Interaction is the only medium for acquisition of English in the classroom, and teachers can play the role of a catalyst only when they allow students to become leamers with autonomy and right kind of learner attributions. Autonomy implies accountability. Very often, learner attributions clash with teacher attributions. As long as there is a clash, teachers can never claim themselves as facilitators of learning. This paper identifies the attributions of Indian learners of English, and studies if they clash with those of teachers. It also finds out the means of minimizing the negative and undesirable attributions of both facilitators and learners. Two standardized research questionnaires were developed and administered among students and teachers to identify the attributions, and to detect the desirability and feasibility of learner autonomy in the Indian context.

Extraction of methane hydrate energy by carbon dioxide injection-key challenges and a paradigm shift

Significant effort including field work has been devoted to develop a natural gas extraction technology from natural gas hydrate reservoirs through the injection of carbon dioxide. Natural gas hydrate is practically methane hydrate. The hypothesis is that carbon dioxide will be stored as hydrate owing to its favorable stability conditions compared to methane hydrate. Although the dynamics of the CO2/CH4 exchange process are not entirely understood it is established that the exchange process is feasible. The extent is limited but even if the CH4 recovery is optimized there is a need for a CH4/CO2 separation plant to enable a complete cyclic sequence of CO2 capture, injection and CH4 recovery. In this paper we propose an alternative paradigm to the Inject(CO2)/Exchange with(CH4)/Recover(CH4) one namely Recover(CH4) first and then Inject(CO2) for Storage.

Paradigm Shifts or Methodology Changes ? Think Twice Before You Put Paradigms into Practice

ThepresentpaperaddressestheapplicabilityofKuhn'stheoryofparadigmshiftsandscientificrevolutionstothefieldoflanguageteaching.First,itillustratestheconceptionofparadigmshiftsandscientificrevolutions.Andthen,itsetsuptwotestsforexaminingtheissueofwhetherK...

Paradigm Shift in Urban-rural Integration in the Context of China

This paper presents a discussion about paradigm shift from following aspects: the paradigm shift and sustainability,traditional paradigm in China,experience from developed countries and the new planning paradigm shift. Also,the paper mainly focuses on the topic of urbanrural relationship in China and argues the possibility of paradigm shift to achieve urban-rural integration. The traditional urbanization paradigm has city-oriented policy and always focuses on industrialization to promote urbanization,which leads to the village hollowing and many other sacrifices in rural areas. Thus,new shifting of the urban-rural integration is essential. The paper mentions the new planning from policy and spatial aspects appearing some ways to achieve the new paradigm shift in urban-rural integration.

Paradigm Shift in Natural Language Processing

In the era of deep learning, modeling for most natural language processing (NLP) tasks has converged into several mainstream paradigms. For example, we usually adopt the sequence labeling paradigm to solve a bundle of tasks such as POS-tagging, named entity recognition (NER), and chunking, and adopt the classification paradigm to solve tasks like sentiment analysis. With the rapid progress of pre-trained language models, recent years have witnessed a rising trend of paradigm shift, which is solving one NLP task in a new paradigm by reformulating the task. The paradigm shift has achieved great success on many tasks and is becoming a promising way to improve model performance. Moreover, some of these paradigms have shown great potential to unify a large number of NLP tasks, making it possible to build a single model to handle diverse tasks. In this paper, we review such phenomenon of paradigm shifts in recent years, highlighting several paradigms that have the potential to solve different NLP tasks.

Paradigm Shift

The world of 2017 is one marked by turbulence and chaos. In assessing the international situation over the pastyear, much can be revealed by starting with two international conferences.

考古学如何重建上古史

中国考古学的古史重建主要采取“二重证据法”,用考古材料印证文献记载。考古学文化是用来分辨古代族群和政体的关键概念。就当代历史学和考古学的范式而言,这种将两类证据简单对应的做法已经难以胜任这项任务。考古学文化是整理材料的一种方法,而古史重建需要一套与之有别的方法。这是在社会科学理论指导下的多学科探索,以重建上古时期社会复杂化的过程。这种古史重建不再是编年史学的补充或延伸,而是像年鉴学派所倡导的那种整体史。秘鲁维鲁河谷聚落形态的国家探源,以及埃及统一的考古学探索两项经典案例,为我们提供可借鉴的他山之石。

重返“劳动”:变迁社会中的社会政策分析范式转换

长期以来,社会政策学界对于福利体制建设有一个泛均等主义情结,把普惠型福利作为我们福利实践的一个追求。基于责任、义务和以劳动就业为基准的积极福利理念在这种叙事中被日益淡化。不过,当我们回到历史的脉络,就不难发现社会政策最早的传统是关注劳动议题,但是后来逐渐转变为只重视给付型福利和服务。当前,随着全球经济深度调整以及互联网技术对经济社会的深度影响,经济组织方式特别是劳动与就业形态正在发生深刻转型。在这个急剧变迁的时代,不能忽视“劳动”的新形态、新变化对社会政策所带来的冲击和挑战,我们的研究要重返“劳动”议题,推进社会政策分析范式的转换,从普惠主义福利叙事转换到权利即责任的新社会政策价值倡导。

中国情境下公共项目治理研究的缘起、发展与应用

我国公共项目建设取得了举世瞩目的成就,一系列公共项目已成为世界公共项目建设史上的标杆,对提升综合国力产生重要影响,公共项目治理理论也得到长足发展。然而,现有研究对其发展脉络、理论框架尚未给出清晰阐释,为后续研究和理论拓展带来困扰。因此,系统梳理其理论体系以指导学界精准应用公共项目治理理论指导工程实践,成为学界关注的重要议题。研究内容包括:(1)公共项目治理研究发轫于解决公共项目绩效悖论,通过赋予公共项目可分析性实现了研究范式从管理到治理的转换;(2)公共项目治理知识体系主要包括“治理结构”“治理机制”“治理模式”“治理绩效”等核心内容;(3)通过对代建制下非经营性公共项目治理结构与机制的分析,构建了一套公共项目绩效改善的系统性分析框架。研究成果将推动公共项目治理理论进一步发展,并能为发挥公共项目治理指导工程实践的理论意义、优化公共项目治理的制度建设提供研究基础。

引入因果关系分析的本科计量经济学教学改革研究

现代计量经济学已经进入一个以因果识别为重要理论方法的新时代。该文分析国内外高校计量经济学教学改革现状和现代计量经济学范式的转变,提出引入因果关系分析的计量经济学课程改革的意义,介绍计量经济学引入因果关系分析的改革内容设计。该文对于提升本科计量经济学教学水平,培养本科计量经济学人才具有意义。

虚拟现实艺术审美范式转向的阐释学探究

传统美学的审美范式,正在经历由虚拟现实艺术所带来的转型。虚拟现实技术可以帮助艺术家创作出更逼真、触感更强烈的作品,改变人们对艺术作品的感知和接受方式,其间蕴含着哲学思维范式的嬉变和文化学美学理论焦点的转移。我们须对其在审美形态本身与审美接受视域,进行阐释学方面的观照,从媒介消、互动性生成、造境,特别令人着迷的“身体在场”等特性出发,一定程度上为审美范式转向在认知上纠偏,为媒介技术捆绑下的身体叙事祛魅。

从ChatGPT到Sora:面向AIGC的四能教育和范式革新

AIGC作为集成了文本、图像、视频处理等多功能的技术体系,其多平台、多终端、多模态的“涌现”不仅为教育领域带来技术突破,也构成当前教研体系的挑战与机遇。文章梳理了AIGC的内生价值,提出了面向AIGC的四能教育理论,通过“低能到高能、单能到多能、多能到超能、超能到异能”的智教合一和范式革新,将教学结果过程化,将创新思维工业化,将知识涌现常态化;形成“自生产”和“自适应”的教学理念,从“天人合一”最终达到“天人智一”,共创人机共生的教研环境。文章还提出了面向未来的AIGC教育大模型架构,为利用AIGC技术推动我国教育创新提供了理论依据和实践指导,有助于培养适应未来社会需求的创新型人才。

从文本到生活的转向与融合:教育哲学教学范式三问

教育哲学研究从规范走向公共是学科发展的必然趋势。在这一过程中,教育哲学教学将打破现有的困境:长期被忽视,尚未完全进入研究视野;身份认同与教师的学科立场边界模糊;文本教学范式越来越具有局限性。教育哲学教学的生活实践取向愈加凸显,教育实践应成为教育理论在哲学层面的突破,在教学方法论上教育哲学教学要兼顾经典和现象解释。基于此,教育哲学教学要引导学生过一种哲学式的生活。这种生活方式的达成需要教师引导学生踏上发现问题的途径,不断创设问题情境、养成问题意识、掌握一定的研究方法,并选择适当的方式进行表达与分享。在教育哲学教学转型过程中,文本被赋予新的意义,甚至生活也成为一种另类的文本。

面向生成式人工智能应用的意图驱动的界面交互范式探索

目的对生成式人工智能技术赋能下的界面交互范式进行梳理和探析。方法以典型的界面范式为切入,包括WIMP范式、Non-WIMP范式、Post-WIMP范式等,分析各类型界面范式的发展、特点和局限,再以生成式人工智能技术带来的交互新特点为基础,探讨生成式人工智能技术对界面交互范式转换问题产生的推动、影响和变革。结果提出了一种面向生成式人工智能应用的、意图驱动的IDIM范式,包含意图域、对话流、互动启示、多模态交互几个要素。结论生成式人工智能技术以其强大的生成能力和智能化特性,为交互领域带来了空前的机遇和挑战,不仅为界面交互范式带来了变革,也促使交互设计向更智能、更个性化的多元交互模式转变。IDIM范式提供了一种新的界面交互范式参考,对完善交互理论、推动生成式人工智能的应用发展具有积极作用。

多源时空数据驱动的城市地下空间规划范式变革趋向分析

文章分析了复合目标导向下的地下空间规划数据驱动需求,归纳了多源时空数据的基本特征及其地下空间规划应用场景。面向新时代国土空间规划治理的发展要求,从技术方法、成果形式、管控模式、管控要素等角度诠释了多源时空数据环境中的地下空间规划范式变革。针对数据驱动型地下空间规划的现状问题提出了相应的改进策略,并构建了数据驱动型地下空间规划框架。

“从0到1”的基础研究内涵、过程与关键问题

加强“从0到1”的基础研究是实现高水平科技自立自强的必然要求,然而,科学共同体和实践领域对其概念尚未形成统一认识。以范式转移为切入点,引入科学知识网络,系统阐释“从0到1”的基础研究内涵,指出范式转移、开拓性、非共识性是其区别于其它基础研究的重要特征。研究表明:①范式转移程度和科学价值水平是判断基础研究原创性的两个重要维度,通过二维四象限法可将“从0到1”的基础研究划分为重大型、价值型、转变型和微创型4类;②在科学知识网络中,“从0到1”的基础研究过程分为潜在核心节点探索和核心节点形成两个阶段,核心节点的出现兼具规律性和偶然性,核心节点存在差异且会发展变化。明确“从0到1”的基础研究概念和特征对于有效发挥科研评价的筛选与导向功能、优化基础研究资助模式以及构建促进原创的科学建制具有关键作用。

能源革命下的电力系统范式转换分析

科学革命的本质是范式转换,将此基本科学哲学观点应用于能源革命,“碳达峰、碳中和”目标下,能源革命的本质是发展范式的转换,即由从低能量密度向高能量密度转型升级的范式,由低环保向高环保的能源利用范式转换。在能源发展范式转换下,传统电力系统将逐渐呈现高比例新能源电力系统特征,系统面临经济性、安全稳定水平、充裕度下降,发展空间受限等危机,且原有电源集约化、电网等级高压化、同步电网扩大化规则构成的规模化发展范式无法化解危机。原有范式失效,规则逐渐松弛,分布式电源、微电网、大容量储能等发展要素驱动下的技术创新模式的转变将会引导建立新的发展范式,新的发展范式下建立的电力系统即为新型电力系统。