模糊神经网络在远程教育评估中的应用初探

糊神经网络是目前智能控制领域的研究热点之一,本文结合电大试点总结性评估方案,探讨了基于模糊BP神经网络的总结性评估系统的设计和开发方法,力图为远程教育评估的智能化提供一定的参考.     

Enhancing academic work through the synergy between teaching and research

In this paper we explore an approach to academic development that focuses on developing and using research as a means of understanding the complexity of teaching and learning within specific discipline environments. This approach shifts the attention of the academic developer from the enhancement of teaching using traditional methods such as workshops, formal courses, or in‐faculty curriculum and assessment advice, to encouraging and supporting participant research on learning and teaching, and disciplinary‐based research. Focusing on research development gives academics the opportunity to develop their teaching scholarship, prepare publishable work, and cultivate teaching and learning practices that are aligned with their specific discipline environments. We discuss the philosophy of this approach to the enhancement of academic work through the synergy between teaching and research. We illustrate our discussion with some recent examples in which we have used this approach successfully.     

A Bourdieusian approach to academic reading: reflections on a South African teaching experience

As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.     

普通生物学教学中新的学业评价模式探索

结合普通生物学课程教学实践,提出了以促进学生自我发展为核心的评价理念,并介绍了体现这一理念的几种评价方式     

以网络为辅的形成性评价的研究设计方案

本文从形成性评价的理念和在英语教学中运用形成性评价的现实意义出发,提出了研究重点和难点,并从评价体系的内容、研究对象、研究方法和数据收集,以及问卷设计与内容等方面阐述了研究方法的设计方案,为进一步的研究做准备。     

英语科研论文中综述语语料库调查及写作教学启示

科研论文中综述语介绍其他研究者的理论、实验、发现、观点,为作者的观点论证作有效铺垫。语料库调查显示,综述语常用的时态为一般现在时、一般过去时和现在完成时,主被动态的比值为 1． 91 综述语主语可分为四大范畴:参与者域、语篇域、假设域和现实域。本文探讨综述语时态与句子功能的相关性、语态与综述主语范畴的相关性,阐述综述语的评价语用特征及该调查对写作教学的启示。     

A multi-criteria approach for the group assessment of an academic course: A case study

The present paper aims at proposing a structured methodology to evaluate the results of an academic training course addressed to postgraduate students. The evaluation process intends to identify the efficacy of an education course by means of a comparison between the general objectives and the results expected by the students. Since the evaluated aspects by the students, detected by means of questionnaires, are both quantitative and qualitative, the proposed methodology is based on the analytic hierarchy process (AHP). In order to facilitate the evaluation process, answers have been modelled by means of linguistic variables. In particular, different evaluation scales have been used and each one is characterized by different levels associated to different fuzzy numbers.     

酒店英语教学中任务型教学法初探

笔者尝试在酒店英语教学中运用任务型教学法,使学生在课堂上通过"做中学"的方式去进行探索和体验,激发他们学习酒店知识的积极性,提高专业技能和语言交际能力。     

浅谈兴趣教学法在初中英语教学中的应用

爱因斯坦曾说过:"兴趣是最好的老师"。因此,一名成功的英语教师需要在英语教学中积极地运用兴趣教学法,培养初中生的学习兴趣,努力激发学生处于最佳的学习状态。     

Theory development and application in higher education research: the case of academic drift

This article examines the case of academic drift, as an example of a theory developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers, and discusses the issues it raises and the critiques it has attracted. It concludes that academic drift is at the heart of the long-standing liberal/vocational education debate, so is likely to continue to attract attention. The contemporary application of this theoretical framework also illustrates both the tendency for researchers to re-invent similar ideas in different times and places, and to ignore or overlook the work of some researchers whilst acknowledging that of others.     

钢琴教学中应用多媒体技术的策略研究

随着我国信息技术的发展,多媒体技术的应用成为教学方式改革过程中一大重要举措。对钢琴教学而言,多媒体技术的应用弥补了传统教学中的不足,更新了教学理念,不断增加教学的信息量,大大提高钢琴教学的质量。本文首先从钢琴教学中应用多媒体技术的重要性进行研究,接着指出钢琴教学过程中应用多媒体技术的不足,最后结合钢琴教学的实际情况,提出具有建设性的建议,希望能不断提高钢琴教学过程中多媒体技术应用的水平。     

现代教学方法在语文课堂中的巧妙运用

利用现代教学手段进行语文课堂教学,能化难为易,变抽象为具体,使教学生动形象,能够全方位地调动学生思维,充分发挥视觉和感知的作用,把学生领入多姿多彩的语文世界,让学生轻松、愉快、主动、有效地学习,从而达到优化语文课堂教学,提高语文教学质量,全面提高学生素质的目的。     

Examining the examiners: How inexperienced examiners approach the assessment of research theses

Earlier research by Mullins and Kiley (2002) [Studies in higher education, 27(4), 369–386] reported on the processes that experienced examiners go through when they assess research theses. Since that study two further studies have been undertaken, interviews with novice Australian examiners, reported here, and the analysis of approximately 100 examiners’ reports (Kiley, 2004). These studies now allow us to address the comment made by many of the experienced examiners who were interviewed that it was not wise to send a research thesis, particularly one which is not strong, to inexperienced examiners. We also wanted to determine the extent to which less experienced examiners follow the same processes and use the same criteria as their more experienced colleagues, and whether there was any basis for the experienced examiners’ comments. This paper draws particularly on the results of the interviews with 26 examiners and supervisors which indicated that by comparison with experienced examiners, less experienced examiners paid more attention to institutional criteria and the summative dimension of assessment; were unsure of the boundary conditions relating to very good or poor theses; and were more likely to refer back to their own postgraduate experience when reflecting on their approach to both supervision and examination.     

案例教学在工程硕士教学中的应用

针对当前我国工程硕士培养的现状和存在问题,结合国家工程硕士培养目标和社会需求,在工程硕士教学过程中引入案例教学,并对案例教学的具体实施进行详细阐述.同时指出,要不断精选典型案例,加快我国教学案例库的建设步伐.     

Dancing with the devil: formative peer assessment and academic performance

Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.     

Enhanced student learning in accounting utilising web-based technology,peer-review feedback and reflective practices: a learning community approach to assessment

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, under-graduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students’ feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes.     

档案袋评价法在课堂教学中的应用探索

档案袋评价法作为一种新兴的学习评价方式,正在被越来越多的教师所关注。本文分析了档案袋评价法的优越性,阐述了在课堂教学中运用档案袋评价法的基本程序,对调动学生的学习兴趣和学习积极性、推行素质教育具有借鉴意义。