学生参与电气人才创新能力培养的探索

基于“以学生为本”的OBE教育理念，本文对电气人才创新能力培养进行了探索。整个过程将专业课程体系契合学业规划以明确学生学习目标；学生参与理论、实践教学和平台搭建，在夯实其理论知识的同时丰富教学资源；在创新考核中采用“螺旋递进式”的师生互动模式，全程培养学生自主的创新能力。多年实践探索表明学生在课程实践、学科竞赛、论文发表和申报专利等方面的创新能力得到显著提升。     

“电工学”国家级一流课程建设与实践

根据新时代新工科人才需求特点和电工学课程特点,分析非电专业学生的电类实践需求,提出构建电工学课程为核心的电工电子实践创新能力培养新体系。通过优化教学内容、开展教学模式和考核模式改革、构建教学资源体系和进行教师队伍建设,使我校电工学课程教学质量提升、学生工程实践和创新能力提高、学生满意度增加、一流课程建设成效显著。     

Industry 4.0: a supply chain innovation perspective

The Fourth Industrial Revolution – also known as Industry 4.0 (i4.0) – comprises the digitalisation of the industrial sector. This paper uses the theoretical lens of supply chain innovation (SCI) to investigate the implications of i4.0 on supply chain management. For these purposes, the method of structured content analysis is applied to more than 200 use cases of i4.0-enabled SCI introduced by both established and startup companies. i4.0-enabled SCI manifests along three dimensions: process, technology, and business architecture. The key findings of this study can be summarised as follows: first, i4.0-enabled SCI extends the initial focus on productivity improvements in SC processes towards scalability and flexibility. Second, extant i4.0 solutions rely mostly on analytics and smart things while omitting smart people technology and the human-centric approach associated with the i4.0 paradigm. Third, established companies adopt i4.0 merely to sustain their existing business architectures while startup companies radically change their operating models, relying heavily on data analytics and the platform economy. Consequently, established companies pursue a problem-driven, engineering-based approach to SCI while startup companies follow an ‘asset-light’, business-driven approach. Lastly, there are two distinct approaches to digitalising operational SC processes: platform-based crowdsourcing of standard processes and on-demand provision of customised services.     

“The innovation governance dilemma: Alternatives to the precautionary principle”

This article reviews the four innovation governance approaches (the precautionary principle, responsible innovation, permissionless innovation, and the innovation principle), including definitions, important attributes, and weaknesses found in each approach, and when utilizing an affinity diagram as a tool of analysis, identifies their distinctive characteristics and common relationships. A discussion section summarizes the paper’s findings and offers insights into where there is common relationships for further possible convergence between two innovation governance approaches – responsible innovation and permissionless innovation – that conceptually share substantially more in common than they contrast with each other. For addressing this challenge, the study recommends the following policy proposals: embrace artificial intelligence/machine learning/data analytics for risk management and regulatory adaptability; consider “soft law”as an option to public regulation; and substitute corporate citizenship for corporate social responsibility.     

“任务驱动”教学法在可编程控制器课程教学中的实践与分析

以可编程控制器课程为例,介绍"任务驱动"教学法在教学过程中的具体应用,并探讨了实施过程中存在的问题与解决方法。     

中国省际绿色技术创新效率测度及影响因素研究

文章基于2011—2017年中国30个省份面板数据，运用super-SBM模型对绿色技术创新效率进行测算，并利用ML指数对绿色技术创新效率进行动态分析，最后通过空间滞后模型分析影响效率的关键因素。研究结果表明：中国绿色技术创新效率呈逐渐增长的趋势，但整体效率偏低，有较大进步空间；中国绿色技术创新效率存在明显区域差异，呈现由东部向西部递减的格局；绿色技术创新水平的提高是技术效率和技术进步共同贡献的结果；产业结构、区域开放程度和教育水平对绿色技术创新效率产生积极的正向影响，环境规制和研发投入强度对绿色技术创新效率影响不显著。     

通过本科生研究计划培养大学生创新能力的几点思考

上海交通大学“本科生研究计划（PRP）”于2001年启动以来，立足于培养学生创新意识和科研能力。目前。PRP工作已作为完整的本科教育的一部分纳入到常规的教学工作之中，教学效果显著。由于PRP针对的主要是大学二、三年级的学生。大部分学生都是首次参加此类活动，如何以PRP为依托，最大限度地培养大学生的创新能力，为大学生以后的毕业设计甚至研究生的进一步学习打下坚实的基础，是一个值得探讨的课题。笔者通过参与指导了多期PRP项目。从选题、指导等方面讨论了PRP实践应注意的问题。     

包装技术高级技能人才培养探讨

在讨论包装技术高级技能人才概念的基础上,从培养的途径、培养的方式等方面进行了详细的分析与探讨.