【摘要】：21世紀(jì)是一個(gè)知識經(jīng)濟(jì)時(shí)代,而知識產(chǎn)權(quán)是知識經(jīng)濟(jì)秩序的主導(dǎo)者。在這樣的一個(gè)時(shí)代里,一個(gè)創(chuàng)意可以成就一個(gè)企業(yè),一本書可以創(chuàng)造一個(gè)財(cái)富神話,一項(xiàng)專利可以改變一個(gè)行業(yè)的格局,因此對中小學(xué)生進(jìn)行知識產(chǎn)權(quán)教育,培養(yǎng)他們尊重和保護(hù)知識產(chǎn)權(quán)的氛圍和創(chuàng)新能力至關(guān)重要。知識產(chǎn)權(quán)教育讀本是教師教和學(xué)生學(xué)的主要憑證之一,也是教師進(jìn)行中小學(xué)知識產(chǎn)權(quán)教學(xué)的依據(jù),是學(xué)生獲得系統(tǒng)知識、發(fā)展智力、提高思想品德覺悟的重要工具。因而,中小學(xué)知識產(chǎn)權(quán)教育讀本的落實(shí)自然成為我國中小學(xué)知識產(chǎn)權(quán)教育的順利實(shí)施的關(guān)鍵之一。但是,目前我國知識產(chǎn)權(quán)教育讀本還處在起步階段,讀本的來源及種類參差不齊。本文希望通過對中、日知識產(chǎn)權(quán)教育讀本的比較研究,并結(jié)合我國中小學(xué)知識產(chǎn)權(quán)教育的情況,總結(jié)歸納出中小學(xué)知識產(chǎn)權(quán)教育讀本編寫的特點(diǎn),以便為今后我國中小學(xué)知識產(chǎn)權(quán)教育讀本的編寫提供一些可供參考的建議。本課題研究主要通過中小學(xué)知識產(chǎn)權(quán)讀本所涵蓋的內(nèi)容、內(nèi)容呈現(xiàn)形式兩大方面,對我國目前已經(jīng)正式出版并被廣泛使用的三套中小學(xué)知識產(chǎn)權(quán)教育讀本,及日本知識產(chǎn)權(quán)學(xué)會(huì)針對日本中小學(xué)知識產(chǎn)權(quán)教育開展?fàn)顩r編寫的圖書進(jìn)行分析對比,挖掘并開發(fā)出編寫中小學(xué)學(xué)知識產(chǎn)權(quán)教育讀本的途徑,希望可以為今后中小學(xué)知識產(chǎn)權(quán)教育讀本的編寫,抑或中小學(xué)知識產(chǎn)權(quán)教育的走向提供可供參考的意見和建議。本文主要進(jìn)行三個(gè)方面的研究：研究一,調(diào)查我國中小學(xué)知識產(chǎn)權(quán)的教育概況；研究二,比較研究對象在的中小學(xué)知識產(chǎn)權(quán)教育在內(nèi)容選取上所存在的異同,研究三,比較研究對象中知識產(chǎn)權(quán)內(nèi)容呈現(xiàn)方式的異同。通過以上研究本文得出以下結(jié)論：(1)我國大部分省份已經(jīng)展開了不同程度的中小學(xué)知識產(chǎn)權(quán)教育,但整體發(fā)展?fàn)顩r存在顯著差異；(2)一本完整的中小學(xué)知識產(chǎn)權(quán)讀本應(yīng)包含“尊重和保護(hù)知識產(chǎn)權(quán)意識的培養(yǎng)”和“創(chuàng)新能力培養(yǎng)”兩方面的內(nèi)容；(3)日本相對于我國較重視對中小學(xué)生進(jìn)行創(chuàng)造力的培養(yǎng)；(4)我們國家中小學(xué)知識產(chǎn)權(quán)教育尚未與其生長、使用的大環(huán)境—市場建立聯(lián)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.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G639.1

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