C语言函数的编写技巧

本文就C语言模块化程序设计中函数的参数设置、函数返回值的确定,以及主函数中函数的调用等,给出了一些函数的编写技巧.     

Programming skills: Visualization,interaction, home language and problem solving

Education and Information Technologies - As a novice, learning computer programming is challenging. It requires learners to be inquisitive and acquire skills to analyze problems to get to solutions...     

以计算思维为导向的C语言程序设计MOOC建设

为贯彻军队院校计算机基础课程要立足于"建设信息化军队,打赢信息化战争"的方针,提高计算机基础课程教学水平,提出以计算思维为导向、以实战化案例问题为牵引、以能力培养为目标,建设传授知识与思维训练相结合、编程语言与程序设计相结合、自主学习与平台引导相结合的计算机C程序设计MOOC,以及知识单元趣味性、教学案例实战化、求解问题双线索、编程实践有节奏、思维训练多维度的建设思路。     

对线性规划的预估校正算法的修正

针对线性规划问题给出了一种新的内点算法-预估校正算法,并讨论了其多项式的收敛性,算法的迭代复杂度为O(n L).     

一类非线性二层规划问题的新算法

本文在ChenggenShi提出的扩展的K-T条件解决线性二层规划问题的基础上,结合目标规划和罚函数方法提出了一种新的解决二层非线性规划的方法,并通过数值试验,验证了该方法的有效性和实用性．     

求解整数规划的一种网格算法

借鉴求解0-1型整数规划的思路,构造以整数规划对应线性规划的最优解为中心的整数解集,并通过增加过滤条件,使得求解既简单又容易.     

目标规划的一种解法

通过例子说明,对于目标规划问题可以不引入偏差变量,而依优先级别采取逐步将目标转化为约束条件的办法,便能求得整个问题的满意解。     

线性规划宽邻域预估校正算法

针对线性规划问题,提出了一种新的内点算法一宽邻域预估校正算法．该算法基于精典预估校正思想,把窄邻域拓展到一个宽邻域里使得算法更快地迭代,给出了该算法的具体步骤,讨论了其算法的计算复杂性,分析结果表明,所给方法是一多项式时间算法,通过数值实验验证该算法的有效性．     

基于乘子法的非线性二层规划求解方法

引入乘子法及非单调技术,给出了一种利用乘子法和罚函数法求解非线性二层规划的简单方法,并通过数值试验,验证算法的可行性。     

A Philosophical Case for Teaching Programming Languages

No abstract available for this article.     

一个无约束二次规划的秩一算法

本文提出了一个无约束二次规划的秩一算法，该算法对Davidon算法进行了改进并赋以一维搜索，证明了迭代矩阵的正定性，从而搜索方向是下降方向。此外得到了该算法有限步收敛的结果。     

整数可分离凹规划问题的一个线性规划松弛定界算法

给出了整数可分离凹规划问题的一个线性规划松弛定界算法,该算法中的分枝过程是简单的整矩形二剖分过程,定上界是简单的启发式方法,而定下界过程需要解一个线性规划松弛问题来确定的,数值实验表明所提出的算法是有效的,它可以求解中等规模的问题.     

Bilingual language proficiency: A comparative study

International Review of Education -     

A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability

The present study conducted a systematic review of the item response theory (IRT) literature in language assessment to investigate the conceptualization and operationalization of the dimensionality of language ability. Sixty-two IRT-based studies published between 1985 and 2020 in language assessment and educational measurement journals were first classified into two categories based on a unidimensional and multidimensional research framework, and then reviewed to examine language dimensionality from technical and substantive perspectives. It was found that 12 quantitative techniques were adopted to assess language dimensionality. Exploratory factor analysis was the primary method of dimensionality analysis in papers that had applied unidimensional IRT models, whereas the comparison modeling approach was dominant in the multidimensional framework. In addition, there was converging evidence within the two streams of research supporting the role of a number of factors such as testlets, language skills, subskills, and linguistic elements as sources of multidimensionality, while mixed findings were reported for the role of item formats across research streams. The assessment of reading, listening, speaking, and writing skills was grounded within both unidimensional and multidimensional framework. By contrast, vocabulary and grammar knowledge was mainly conceptualized as unidimensional. Directions for continued inquiry and application of IRT in language assessment are provided.