农村家庭承包经营的稳定与农业产业化

农村家庭承包经营在向现代农业的转变中 ,在向市场农业的迈进中 ,已经和正在遇到一些矛盾和问题 ,而要解决这些矛盾和问题 ,就必须顺应市场经济规律 ,在稳定农业家庭承包经营的基础上 ,大力推进农业产业化     

关于湖北农业、农村经济的发展与改革问题

湖北农业、农村经济尚存在商品化、专业化程度低，缺乏带动全局的龙头企业，乡镇企业转轨升级缓慢，农民增收减负难等突出问题和工业对农业缺乏反哺力，分散的经营方式阻碍生产力发展，环境制约可持续发展等深层问题。“十五”时期湖北农业发展钉解决三个重要理论与实践上的问题，即面向国内外市场发展现代市场大农业；坚持特色经济导向发展绿色农业；坚持所有制结构调整，发展非公有制和混合制经济。     

浅析重庆市农业竞争力及其提高途径--基于波特的钻石理论分析

中国加入WTO以后,农业将不能处于政府完全的保护之下,重庆市农业同样也将面临国内国外双重市场的严峻考验。如何在现在重庆市农业利用自然资源等比较优势的基础上,进一步创造竞争优势,创造重庆农业的核心竞争力是解决重庆农业问题的最重要问题。     

农业结构调整的障碍与对策分析

农业是国民经济的基础，农业发展关系到整个国民经济的发展，目前，我国农业发展中最突出的问题是农业结构问题，加快农业结构调整，是农业经济发展的迫切需要，但是，现实中却存在着观念，制度，市场，人力，技术，资金等障碍，为此，必须转变观念，创新制度，健全市场，发展教育，调整政策，增加投入，以促进农业结构的优化，实现国民经济的持续，快速，健康发展。     

加快农业信息化进程的理论思考

农业信息化是指把现代信息技术应用于农业生产、交换、分配和消费的过程,它包括农业基础设施装备信息化、农业技术操作全面自动化、农业经营管理网络化等内容.农业信息化对提高农业资源利用率、农业生产经营管理水平、农业市场流动效率、农民生活素质都起着重要作用,它在解决当前农业发展中突出问题、建立现代农业、走新型工业化道路、加快农村小康建设、提高农业生产经营效益等方面都具有重要意义.我国农业信息建设取得了阶段性成效,也面临许多困难,必须要在加强农民教育培训、强化政府职能、建立健全农业信息网络、完善农村信息市场等方面继续努力,加快推进农业信息化进程.     

“入世”后我国农业发展问题探讨

WTO规则特别是《农产品协议》对我国农业发展的影响是全方位的。加入WTO为农业发展融入国际经济主流、实现农业生产由粗放经营向集约化经营转变、建立农业高新技术产业以及解决农业中的结构性矛盾等问题创造了机遇；同时“入世”这把双刃剑对我国农业发展也构成了威胁－国内农产品市场准入程度提高以及我国农产品出口的国际竞争劣势这一双重挑战致使传统农业的生存空间趋窄。面对机遇与挑战，提升农产品国际竞争力、实现农业持续发展的出路就在于：充分用好WTO规则关于农业的“绿盒”政策，扩大农业的国内支持空间；发展农业高新技术产业，实现传统农业向现代农业的转变；优化国内农业资源配置，增强我国农产品在国内外市场的竞争力。     

抓住机遇,促使沿海发达地区农业向环境农业转变

阐述了传统农业给社会提供了丰富的食品和农业原料的同时 ,也出现了一些新的问题和负面影响 .建议在经济发达的沿海地区 ,借鉴国外发达国家农业发展经验 ,借鉴国内市场的需求旺市和加入WTO的契机 ,摒弃传统农业观念 ,树立全新的农业发展理念 ,建立新的农村体制 ,大力发展环境农业 ,实现农业现代化     

试论我国农业标准化问题

农业标准化是农业发展新阶段提出的新任务，它对于提高农产品市场竞争力、确保食品安全、促进农村经济发展、提高农民收入等方面有着重要意义；当前我国农业标准化建设受多种因素影响，进程缓慢并存在不少问题；必须通过建立健全农业标准化体系、加大农业标准化推广实施力度、做好质量认证和检测工作、提高农产品质量安全水平等对策措施，加快我国农业标准化进程．     

我国农业产业化的外部环境问题初探

农业产业化是我国农业现代化建设的一个焦点问题,它是市场经济条件下实现农村经济飞跃的有效组织形式,也是加快农业结构调整,推动农村经济实现第二次飞跃的主攻方向和突破点。本文旨在探讨在农业产业化进程中的外部环境问题,特别就土地产权制度、市场规范程度、农民素质状况、政府协调组织能力、社会服务化程度进行分析,并提出相应的对策与措施     

农业结构调整的障碍与对策分析

农业是国民经济的基础,农业发展关系到整个国民经济的发展。目前,我国农业发展中最突出的问题是农业结构问题。加快农业结构调整,是农业经济发展的迫切需要,但是,现实中却存在着观念、制度、市场、人力、技术、资金等障碍,为此,必须转变观念、创新制度、健全市场、发展教育、调整政策、增加投入,以促进农业结构的优化,实现国民经济的持续、快速、健康发展。     

Role of concept definition, teaching examples, and practice on concept learning from prose

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.     

The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents

Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press.     

人工智能网上评卷技术的应用探索

研究人工智能网上评卷技术的应用,内容包括:英语、数学填空题智能评分,辅助人工评卷一致性质检;语文、英语作文题型进行相似卷检测,辅助人工评分合适性质检;语文、英语作文题、政治、历史简答题等题型智能评分,辅助人工评卷大分差评分质检。经实验验证并在2018-2020年某省大规模考试网上评卷中应用,结果表明:人工智能评卷结果与人工评卷结果具有高度一致性,质量检测成效明显,可通过海量信息检索进行相似卷检测。     

A comparison of a subject-specific and a general measure of critical thinking

The majority of studies reporting gains in college students’ critical thinking due to instructional process variables measured critical thinking with subject-specific questions rather than general or decontextualized questions. However, it is uncertain whether these gains were attributable to the use of subject-specific questions or to other distinctive aspects of these studies (e.g., methodological). The present study provides a direct, controlled comparison between general and subject-specific test questions in the context of a laboratory-based true experiment assessing the effect of higher order review questions on gains in critical thinking. A stronger effect was found when the tests of critical thinking contained questions that were subject-specific (e.g., introductory psychology) rather than questions that focused on general topics.     

Impact of question-answering tasks on search processes and reading comprehension

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.     

Impact of Fewer Questions per Section on SAT I Scores

The impact of allowing more time for each question on the SAT I: Reasoning Test scores was estimated by embedding sections with a reduced number of questions into the standard 30-minute equating section of two national test administrations. Thus, for example, questions were deleted from a verbal section that contained 35 questions to produce forms that contained 27 or 23 questions. Scores on the 23-question section could then be compared to scores on the same 23 questions when they were embedded in a section that contained 27 or 35 questions. Similarly, questions were deleted from a 25-question math section to form sections of 20 and 17 questions. Allowing more time per question had a minimal impact on verbal scores, producing gains of less than 10 points on the 200–800 SAT scale. Gains for the math score were less than 30 points. High-scoring students tended to benefit more than lower-scoring students, with extra time creating no increase in scores for students with SAT scores of 400 or lower. Ethnic/racial and gender differences were neither increased nor reduced with extra time.     

Detrimental effects of immediate explanation feedback

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not only beneficially affect learning because it helps learners revise their comprehension difficulties; at the same time, it could also detrimentally affect learning by causing learners to invest less time in responding to subsequent adjunct questions, which lowers learner performance on these questions. This, in turn, could reduce learning outcomes. To address these potential detrimental effects of feedback, we experimentally varied whether N?=?59 students received immediate feedback after they responded to highly demanding adjunct questions. We found that the feedback did indeed have detrimental effects: At least for the learners who perceived the task of responding to the adjunct questions as highly demanding, the feedback decreased both the time the learners invested in responding to the adjunct questions and their performance on them. This detrimental effect on the performance on the adjunct questions, in turn, entailed a detrimental effect on learning outcomes. We conclude that immediate feedback is not necessarily a beneficial add-on to adjunct questions in all situations.     

网络环境下基于问题学习的专题教学设计与试验

基于问题的学习是一种以学习者为中心、以问题为核心的高水平的学习,其问题是复杂、散乱和接近真实情境的.以<电路与电子学>课程中的"基本放大电路"教学单元为专题,从情境创设、教师导学、学生学习、小组协商、小组总结、评价与反思等几个环节架构教学流程,开展网络环境下基于问题的学习和任务驱动的自主探究及小组协作学习的教学试验,结果证明这个试验是成功的,网络环境下基于问题的学习提高了学习效率和教学质量.     

The effect of language on the performance of second‐language students in science examinations

It has been established by previous researchers that changes in the wording of multiple‐choice examination questions can significantly affect pupil performance. In this study recent ‘home’ General Certificate of Secondary Education (GCSE) and ‘overseas’ General Certificate of Education (GCE) papers were examined for questions in which the language could be simplified, and modified questions were prepared. When performance on the original and modified forms of the questions was compared for a sample of British school pupils, no statistically significant difference emerged. When performance on the same questions was examined for a sample of pupils for whom English was the second (or third) language, there were significant differences in their performance on modified and unmodified versions of the questions.