我国乳品加工技术创新体系发展方向的研究

从乳品加工产前、产中、产后三个方面，论述了我国乳品工业在技术方向应优先发展领域和发展方向。     

多媒体课件在开放实验室中的应用

介绍了制作多媒体课件的必要性，及所制作课件的特点。该课件与实验室管理系统配合起来，有利于实现实验室的全面开放。     

"Does reward increase or decrease creativity?": Correction to Eisenberger and Selbst.

Reports an error in "Does reward increase or decrease creativity" by Robert Eisenberger and Michael Selbst (Journal of Personality and Social Psychology, 1994[Jun], Vol 66[6], 1116-1127). In the aforementioned article, Figures 1 and 2 were interchanged. The figures appear with their correct captions in the erratum. (The following abstract of the original article appeared in record 1994-40652-001.) Two studies involving 504 school children investigated why behaviorists and cognitively oriented investigators have come to opposite conclusions about reward's effects on creativity. A monetary reward for a high degree of divergent thought in 1 task (word construction) increased children's subsequent originality in a different task (picture drawing). The same reward, made contingent on a low degree of divergent thought, reduced this generalized originality. These effects were eliminated by using a large reward and were restored by keeping the large reward out of the children's sight. The results suggest that reward training increases generalized creativity when (1) a high degree of divergent thought is required and (2) the reward is presented in not too salient a fashion. The findings are consistent with a 2-factor interpretation of rewarded creativity effects that incorporates learned industriousness and selective attention. [A correction concerning this article appears in Journal of Personality & Social Psychology, 1994(Jul), Vol 67(1), 125. Figures 1 and 2 were interchanged.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

奠定终身学习基础 培养拔尖创新人才

以往的研究更多地认为实践是培养创新能力的途径,但持续的创新离不开终身学习能力。探索了加强数理基础、开阔国际视野和培养探究精神的拔尖创新人才培养模式。实践结果表明,学生的创新能力显著增强。     

基于项目式高校单片机课程改革与实践

针对传统单片机课程教学中存在的弊端,提出了项目式教学方法。探讨了在项目设计过程中项目的选择、项目的情境设计、项目在教学过程中的实施等问题。以燃气控制器为项目案例,介绍了如何将项目教学方法融入到单片机的硬件和软件教学中。以项目为主线,逐层完成整个项目的开发,直观地展示项目式教学方法在单片机教学中的优越性。该教学方法能充分调动学生学习的积极性,激发其创新意识,帮助学生毕业之后更快地适应相关工作。     

Relationship between Creativity, Imitation, and Cultural Diversity

There are both benefits and drawbacks to cultural diversity. It can lead to friction and exacerbate differences. However, as with biological diversity, cultural diversity is valuable in times of upheaval; if a previously effective solution no longer works, it is good to have alternatives available. What factors give rise to cultural diversity? This paper describes a preliminary investigation of this question using a computational model of cultural evolution. The model is composed of neural network based agents that evolve fitter ideas for actions by (1) inventing new ideas through modification of existing ones, and (2) imitating neighbors'' ideas. Numerical simulations indicate that the diversity of ideas in a population is positively correlated with both the proportion of creators to imitators in the population, and the rate at which creators create. This is the case for both minimum and peak diversity of actions over the duration of a run.     

机电一体化产品创新的概念设计研究

提出机电一体化产品创新的概念设计全过程模型、创新层次与人机协同的关系、人机协同概念设计的关键技术。创新过程中可以程式化的部分由计算机来实现，而难以程式化的部分则由设计者来完成。指出在构造人机协同概念设计CAD平台时，刚愎自用模块化思想划分软件功能模块和组织开发过程，以利于系统的升级开发和高校、研究院所、企业的协调合作。     

手工能力的培养在平面设计教学中的重要性

分析了手工能力对于丰富平面设计中的创新思维能力和表现能力的作用。在平面设计教学中,加强对学生＂手工＂能力的培养,一方面可以激发学生学习的主动性,另一方面有助于提升学生的原创力和设计表现力。文章进一步指出,对于学生手工能力的培养,应根据不同课程的特点,分阶段、有选择、有针对性地进行。     

Pro‐active neutrality: The key to understanding creative facilitation

Facilitation is a critical means of supporting creative processes in teams. Previous studies have shown that neutrality is central to effective facilitation but no clear conceptualization of neutrality has been provided to date. The aim of this paper is to explore how neutrality is enacted by facilitators, what its key elements and mechanisms are, and how it is perceived in the creative facilitation context. We adopt a theory building mode and conduct an in‐depth case study, following an innovation project in the IT sector with a series of facilitated creativity workshops. Our results show that neutrality is a multi‐dimensional construct that interacts with several outcome dimensions of facilitation, i.e. people, process, and product. We introduce a pro‐active neutrality framework, which explains the mechanisms of neutrality in facilitation and thereby extend theory on both neutrality and facilitation. We further outline a number of propositions that could be explored by future research as well as provide important creativity management implications that will enhance creativity and innovation in the workplace.