中日中小学知识产权教育读本的比较研究
发布时间：2018-07-25 14:14
【摘要】：21世纪是一个知识经济时代,而知识产权是知识经济秩序的主导者。在这样的一个时代里,一个创意可以成就一个企业,一本书可以创造一个财富神话,一项专利可以改变一个行业的格局,因此对中小学生进行知识产权教育,培养他们尊重和保护知识产权的氛围和创新能力至关重要。知识产权教育读本是教师教和学生学的主要凭证之一,也是教师进行中小学知识产权教学的依据,是学生获得系统知识、发展智力、提高思想品德觉悟的重要工具。因而,中小学知识产权教育读本的落实自然成为我国中小学知识产权教育的顺利实施的关键之一。但是,目前我国知识产权教育读本还处在起步阶段,读本的来源及种类参差不齐。本文希望通过对中、日知识产权教育读本的比较研究,并结合我国中小学知识产权教育的情况,总结归纳出中小学知识产权教育读本编写的特点,以便为今后我国中小学知识产权教育读本的编写提供一些可供参考的建议。本课题研究主要通过中小学知识产权读本所涵盖的内容、内容呈现形式两大方面,对我国目前已经正式出版并被广泛使用的三套中小学知识产权教育读本,及日本知识产权学会针对日本中小学知识产权教育开展状况编写的图书进行分析对比,挖掘并开发出编写中小学学知识产权教育读本的途径,希望可以为今后中小学知识产权教育读本的编写,抑或中小学知识产权教育的走向提供可供参考的意见和建议。本文主要进行三个方面的研究：研究一,调查我国中小学知识产权的教育概况；研究二,比较研究对象在的中小学知识产权教育在内容选取上所存在的异同,研究三,比较研究对象中知识产权内容呈现方式的异同。通过以上研究本文得出以下结论：(1)我国大部分省份已经展开了不同程度的中小学知识产权教育,但整体发展状况存在显著差异；(2)一本完整的中小学知识产权读本应包含“尊重和保护知识产权意识的培养”和“创新能力培养”两方面的内容；(3)日本相对于我国较重视对中小学生进行创造力的培养；(4)我们国家中小学知识产权教育尚未与其生长、使用的大环境—市场建立联系。
[Abstract]:The 21st century is an era of knowledge economy, and intellectual property is the leader of the order of knowledge economy. In such an era, an idea can create an enterprise, a book can create a wealth myth, a patent can change the pattern of an industry, so intellectual property education is carried out for primary and middle school students. It is essential to foster an atmosphere of respect for and protection of intellectual property rights and their ability to innovate. The intellectual property education reading book is one of the main evidences of teachers' teaching and students' learning, as well as the basis for teachers' intellectual property teaching in primary and secondary schools. It is also an important tool for students to acquire systematic knowledge, develop intelligence, and improve their ideological and moral consciousness. Therefore, the implementation of intellectual property education in primary and secondary schools has naturally become one of the keys to the smooth implementation of intellectual property education in primary and secondary schools in China. However, at present, the intellectual property Education Reader in China is still in its infancy, and its sources and types vary widely. This article hopes to sum up the characteristics of the intellectual property education reading book in primary and secondary schools by comparing the Chinese and Japanese intellectual property education reading books and combining with the situation of intellectual property education in primary and secondary schools in China. In order to provide some suggestions for the compilation of intellectual property education reading book in primary and secondary schools in China. This research mainly through the primary and secondary school intellectual property rights book covers the content, the content presents the form two big aspects, to our country has now officially published and widely used three sets of primary and secondary school intellectual property education reading books, And the books compiled by the Japanese intellectual property Institute in view of the development of intellectual property education in primary and secondary schools in Japan are analyzed and compared, and the ways to compile a book on intellectual property education in primary and secondary schools are excavated and developed. It is hoped that some suggestions and suggestions can be provided for the compilation of the reading book of intellectual property education in primary and secondary schools in the future or the trend of intellectual property education in primary and secondary schools. This article mainly carries on the research in three aspects: first, the investigation our country elementary and middle school intellectual property education general situation; second, compares the object of study in the primary and middle school intellectual property right education in the content choice existence similarities and differences, studies the third, Compare the similarities and differences of the presentation of intellectual property content in the object of study. The following conclusions are drawn from the above research: (1) most provinces of our country have carried out different levels of primary and secondary intellectual property education, but there are significant differences in the overall development situation; (2) A complete book of intellectual property rights in primary and secondary schools should include two aspects: the cultivation of the consciousness of respecting and protecting intellectual property rights and the cultivation of innovation ability, (3) Japan pays more attention to the cultivation of creativity of primary and middle school students compared with our country; (4) intellectual property education in primary and secondary schools in our country has not been linked with its growing and using environment-market.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.1
本文编号：2144078
[Abstract]:The 21st century is an era of knowledge economy, and intellectual property is the leader of the order of knowledge economy. In such an era, an idea can create an enterprise, a book can create a wealth myth, a patent can change the pattern of an industry, so intellectual property education is carried out for primary and middle school students. It is essential to foster an atmosphere of respect for and protection of intellectual property rights and their ability to innovate. The intellectual property education reading book is one of the main evidences of teachers' teaching and students' learning, as well as the basis for teachers' intellectual property teaching in primary and secondary schools. It is also an important tool for students to acquire systematic knowledge, develop intelligence, and improve their ideological and moral consciousness. Therefore, the implementation of intellectual property education in primary and secondary schools has naturally become one of the keys to the smooth implementation of intellectual property education in primary and secondary schools in China. However, at present, the intellectual property Education Reader in China is still in its infancy, and its sources and types vary widely. This article hopes to sum up the characteristics of the intellectual property education reading book in primary and secondary schools by comparing the Chinese and Japanese intellectual property education reading books and combining with the situation of intellectual property education in primary and secondary schools in China. In order to provide some suggestions for the compilation of intellectual property education reading book in primary and secondary schools in China. This research mainly through the primary and secondary school intellectual property rights book covers the content, the content presents the form two big aspects, to our country has now officially published and widely used three sets of primary and secondary school intellectual property education reading books, And the books compiled by the Japanese intellectual property Institute in view of the development of intellectual property education in primary and secondary schools in Japan are analyzed and compared, and the ways to compile a book on intellectual property education in primary and secondary schools are excavated and developed. It is hoped that some suggestions and suggestions can be provided for the compilation of the reading book of intellectual property education in primary and secondary schools in the future or the trend of intellectual property education in primary and secondary schools. This article mainly carries on the research in three aspects: first, the investigation our country elementary and middle school intellectual property education general situation; second, compares the object of study in the primary and middle school intellectual property right education in the content choice existence similarities and differences, studies the third, Compare the similarities and differences of the presentation of intellectual property content in the object of study. The following conclusions are drawn from the above research: (1) most provinces of our country have carried out different levels of primary and secondary intellectual property education, but there are significant differences in the overall development situation; (2) A complete book of intellectual property rights in primary and secondary schools should include two aspects: the cultivation of the consciousness of respecting and protecting intellectual property rights and the cultivation of innovation ability, (3) Japan pays more attention to the cultivation of creativity of primary and middle school students compared with our country; (4) intellectual property education in primary and secondary schools in our country has not been linked with its growing and using environment-market.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G639.1
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