quantitative paradigm 中文意思是什麼

quantitative paradigm 解釋
數量變化表
  • quantitative : adj 【數學】量的；定量的。 the quantitative limits that determine the qualities of things 決定事...
  • paradigm : n. 1. 【修辭學】範例；示例。2. 【語法】（名詞、動詞等的）詞形變化表。
  1. To gain better innovation performance, enterprises should promote total synergy of these six key agents under the paradigm of tim ; 2 ) the five - phase process model of total synergy, named c ~ ( 3 ) is is brought forward in this paper, contact / communication, competition / conflict, cooperation, integration and synergy as general five phases in the process of enterprise ' s technology innovation ; 3 ) based on literature review and the result of empirical research from more than 100 large and middle chinese enterprises, some important factors are summaried, and approaches to promot the total synergy of all innovation agents are recommended ; 4 ) synergy betweentechnology and every non - technology agent innovation has strong positive corelation to the degree of total synergy, among which synergy between technology and market agent contributes most, following is between technology and institution agent, technology and organization agent, technology and strategy agent, and the synergy between technology and culture agent contributes least ; the quantitative relations ( regression equation ) between them are : degree of total synergy = synergy between technology and organization agent 0. 16 + synergy between technology and institution agent 0. 38 + synergy between technology and market agent 0. 46 - 2. 70

    首先結合國內外文獻和面向全國100餘家大中型工業企業的211份調查問卷的實證研究得出了創新要素全面協同的影響因素。在此基礎上，從戰略與領導、制度、組織結構與流程、文化、溝通與知識共享等方面總結出了促進各創新要素協同的方法與途徑； 4 .技術與各非技術創新要素的兩兩協同對于要素全面協同程度都有較強正相關性，其中對于全而協同程度貢獻最大的是技術與市場要素的協同，其次是技術與制度、技術與組織、技術與戰略，而技術與文化要素的協同對于全面協同的貢獻相對較少。實證得出各要素協同與全面協同程度間的定量關系是（線性回歸方程） :要素全面協同程度二技術與組織要素協同x0 . 16 +技術與制度要素x0 . 38 +技術與市場要素xo . 46一2 . 70 。
  2. Consequently, qualitative evaluation, as an evaluation paradigm, supplementing, including and integrating quantitative evaluation is one of directions of developing educational evaluation in china and all over the world. also, it is a necessary reason to understand the harm of losing ugeshsa ' s aim and the value of its reasonably existing

    將質性評價作為一種範式，與量性評價輔承相濟，統整於一身，是世界、是我國教育評價發展的走勢之一，也是高中會考解弊于目的的迷失，回歸自己合理的存在價值的必由。
  3. Ii comes into being a " war paradigm " between qualitative and quantitative research paradigms in america

    它是在美國質性、定量兩種研究方法範式的爭論中產生的。
  4. Speculative research is the oldest paradigm and it still occupies the dominant status in the education research paradigms of our country, and the arising of quantitative paradigm is a kind of counteraction to speculative paradigm that is full of the subject judgement and lack of the facts as base, and the springing up of quantitative research is on account of the dissatisfaction to the quantitative paradigm which takes education research as natural science research and materializes person. thus, we can see that these three research paradigms arise one after another, the later is the counteraction to the former

    思辨研究是一種最古老而現在依然占據我國教育研究領域主流地位的範式，而定量研究的興起則是對思辨研究充滿了教育研究者的主觀判斷而缺乏事實基礎的不滿，定性研究的興起則是對定量研究把教育研究等同於自然科學研究，把人物化的不滿，可見，這三種研究範式是相繼興起的，后一種範式的興起是對前一種範式的反動與不滿。
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