对完善高校基建工程招标审计的再认识

随着工程建设全面推行招投标制度、建筑市场不断规范和完善，尤其是我国加入WTO与国际接轨，高校工程建设项目也迫切需要适应新形势，本文就当前高校工程招标中存在的主要问题及如何搞好工程招标审计阐述了一点看法。     

数据发掘论题研究

数据库中知识发现（ＫＤＤ）是一个从数据中识别有效、新颖、潜在有用及完全可理解模式的非平凡过程。数据发掘（ＤａｔａＭｉｎｉｎｇ）是ＫＤＤ的核心构件。本文从一个新的角度来论述ＫＤＤ研究及应用的各个方面,强调数据发掘预处理研究的基本重要性     

关联规则的相关性研究

指出了支持--可信度框架理论存在的不足:有些规则即使支持度、可信度都很高,但仍然没有实际意义;关联规则X Y本身没有给用户提供X对Y是起积极作用还是起抑制作用等信息.引入关联规则的相关度及相关规则概念来克服这种不足,同时指出,相关规则不仅给用户提供了更多信息,而且避免了一些无意义规则的产生.     

研究生学术英语写作项目的评价体系建构——基于CIPP评价模型的研究

项目驱动下的学术英语写作教学将语言学习和研究生的专业学术研究相结合,能够激发学生的学习动机,切实提高学生的学术英语写作能力。写作项目能否达到既定目标在很大程度上取决于有效的项目评价体系的建构。本文基于CIPP评价模型,从"背景评价""输入评价""过程评价"和"结果评价"四个维度,探讨了研究生学术英语写作项目的评价体系建构,以期为项目驱动下的研究生学术英语教学带来一些启示。     

地铁建设项目施工风险评价研究——以福州地铁1号线项目为例

通过问卷调查对福州地铁1号线施工风险因素进行识别,从外界环境、施工管理、施工技术、施工人员4个方面建立地铁施工风险评价指标体系。采用有序加权平均算法（OWA算法）求解评价指标的权重,通过计算各级风险评价指标的数学期望值法对地铁施工风险进行评价。最后根据各级风险评价指标的数学期望值排查主要风险因素,提出加强地铁施工风险管控的措施。     

中小学教师数据素养评价指标体系构建

教育数据在教育领域不断渗透,教师的数据素养水平对于有效利用教育数据、合理判断学生的行为具有重要影响。本研究旨在用德尔菲法构建中小学教师数据素养评价指标体系,为评估中小学教师数据素养提供参考依据。通过文献分析梳理中小学教师数据素养评价指标,选择相关领域专家12人,采用德尔菲法进行2轮专家意见征询,根据专家打分计算指标权重,形成中小学教师数据素养评价指标体系。问卷征询专家的积极系数为100%,专家权威程度均值为0.72,确定的一、二级指标重要性均值均大于4.00,变异系数均小于0.25,符合德尔菲法要求。最终形成了包含数据意识、数据知识、数据操控技能、数据应用能力、评价交流数据、数据思维6个一级指标和19个二级指标与40条具体内容的中小学教师数据素养评价指标体系。对46位教师进行小范围试用,验证了其科学性与可靠性,该评价指标体系可作为评价中小学教师数据素养发展水平的参考测量工具。     

基于信息熵和灰色关联分析的工程评标模型

工程评标是工程招投标活动的关键环节,其方法是否科学合理决定了招标方是否能够选出最合适的施工单位,从而也决定了工程是否能够顺利建设完成和运营,并最终取得期望的经济效益和社会效益。应用信息熵客观地确定评价指标的权重,同时利用灰色关联分析理论解决贫信息问题,在此基础上建立了基于信息熵和灰色关联度的工程评标模型,使得评价结果更加客观,更符合实际。通过实例运用表明,该模型具有一定的可操作性和推广应用价值。     

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.     

论中小学校长培训评估的“柯氏模型”

质量是中小学校长培训的核心问题。通过对柯克帕特里克层次模型的分析及借鉴,结合中小学校长培训规律和特点,把"柯氏模型"引入校长培训评估指标体系中进行研究。结合区域中小学校长培训特点探索培训评估标准,逐步建立具有区域特色的中小学校长培训评估体系,提高培训工作质量。     

知识管理背景下社会科学成果评价体系的构建原则

通过对知识管理的理念和方法的研究,结合我国社会科学成果评价体系的研究现状和应用情况,分析了影响社会科学成果评价体系的诸多因素,提出构建社会科学成果评价体系应遵循的八项基本原则和技术原则。     

Students working online for group projects: a test of an extended theory of planned behaviour model

This study examined an extended theory of planned behaviour (TPB) model that specified factors affecting students’ intentions to collaborate online for group work. Past behaviour, past experience and actual behavioural control were incorporated in the extended TPB model. The mediating roles of attitudes, subjective norms and perceived behavioural control were also examined. Data were collected from primary and secondary students in Hong Kong (N = 957). The partial least square approach to structural equation modelling was used to analyse the a priori hypothesised model. In general, the model fitted the data very well and the major relationships were found to be significant. The results indicated that past experience and actual behavioural control played individual roles in the model. Theoretical and practical implications are considered in this study.     

Looking for a balance between internal and external evaluation of school quality: evaluation of the SVI model

This article describes the results of a study into the utility of the SVI model, a model in which internal and external evaluation are balanced. The model consists of three phases: school self‐evaluation, visitation and inspection. Under the guidance of school consultants, 27 Dutch primary schools have built up two years of experience with the SVI model. The results show that the school leaders developed a positive attitude towards school self‐evaluation and visitation. They found that both self‐evaluation and visitation have improved their insight into the quality of the school. However, a content analysis of the school self‐evaluation reports shows that the school self‐evaluations are often of low quality. For example, it appeared that most of the self‐evaluation reports do not provide answers to questions the schools have formulated at the beginning of the self‐evaluation. Moreover, the teams of critical friends and the inspectors concluded that the school self‐evaluations do have many shortcomings. Based on these results, we conclude that school self‐evaluation is a very difficult task for most schools. It is therefore crucial that schools receive external support and that they build up experience with school self‐evaluations over a period of years.     

基于模糊评价法的来华留学招生模块效能研究

运用模糊综合评价法建立了高校来华留学生招生模块的综合评价方法,对来华留学生教育招生工作中的各个渠道模块进行效能研究,在实证的基础上,为高校来华留学生招生模块的整合和改进提供了科学的指导方向和建议。     

教师教育课程教学质量评价标准的构建--基于CIPP评价模式的视角

教师教育课程是教师教育质量提高的关键所在,科学合理的教师教育课程教学评价的标准是培养高水平教师的重要因素,也是教师教育教学质量持续不断提高的有效保障。目前,我国教师教育课程教学存在的诸多问题无不与教师教育课程教学评价的标准有关。在当前我国高等教育“质量工程”和教师教育课程改革的大背景下,应用CIPP评价模式评价教师教育课程教学质量,对促进学生发展、教师发展、课程改进和教学资源优化配置等具有重要的价值。     

Evaluating the impact of an environmental education programme: an empirical study in Mexico

This study draws on information from 11 in‐depth interviews, two focus groups and 72 written questionnaires to evaluate an extra‐curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological knowledge of 72 students. Qualitative feedback suggests that students learnt about forestry, acquired greater awareness of the importance of conservation for the local environment and enjoyed the participatory teaching methods used in the programme. Quantitative results show a positive and significant association between the number of times a student participated in the programme and the student’s ecological knowledge. Students who participated in the programme once had a 16.3% higher knowledge on ecological concepts and knew, on average, 1.5 more local forest plants than students who never attended it (p<.001). Findings suggest that the inclusion of participatory environmental education programmes in preparatory schools would improve the acquisition of ecological knowledge. Further research could consider the consistency of the findings by replicating participatory methods presented here and by using an experimental research design.     

Challenging e-learning: an evaluation of the STUDIO project at TU Delft

Lots of papers are being published about e-learning in engineering education. In these papers, positive experiences and aspects seem to overshadow negative ones. However, there are still some problematic sides worth studying. In order to improve its quality these should receive broad attention too. We present an explicit two-sided evaluation of the STUDIO e-learning project carried out at TU Delft in the Netherlands. STUDIO was set up as a Technology and Society course for all first-year students at TU Delft. Given the expected numbers of students, labour-extensivity was an important aim. STUDIO was introduced in three faculties. At the SEFI-conference 2002 the project was evaluated by its designers using student-questionnaires. In this article teachers describe their experiences with STUDIO over some years. Together it gives rise to a balanced view of e-learning in engineering education and provides a good base for improvement.     

Effective civic education: an educational effectiveness model for explaining students' civic knowledge

In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001 Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. 2001. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen, Amsterdam, The Netherlands: IEA.  [Google Scholar]), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field.     

What to test and how to test: An evaluation of the Academic version of the International English Language Testing System

An attempt was made to evaluate what is tested and how it is tested in the IELTS academic test from a thinking-based perspective. The analysis framework is an incorporation of Bloom’s taxonomy of educational objectives and Bachman’s classification of language knowledge. It is found that the IELTS test exemplifies an assessment of test-takers’ language knowledge and cognitive processes.     

Strategic evaluation of the impacts on learning of educational technologies: Exploring some of the issues for evaluators and future evaluation audiences

The United Kingdom (UK) is not alone in its decision to move forward in major ways with technological provision in schools, and has had the experience of a wide range of evaluation studies conducted over many years on which to base its planning. The author argues in this paper that neither this basis nor the methods used will necessarily equip all future needs and requirements when planning and implementing such provision, because of the shifting contextual flux in which developments are taking place, particularly regarding the fundamental position of education within society. The author considers issues facing those involved in the strategic evaluation of educational technologies, when meeting future demands.