负强化原理在智障学生数学课堂中的应用

本研究以斯金纳的强化理论为基础,介绍了负强化原理的概念及与正强化、惩罚的区别,对负强化原理在智障学生数学课堂中的应用提出了三个注意的问题,以期对智障学生的教学和未来的研究者有一些启发和借鉴作用.     

化工原理趣味性教育探讨

针对化工原理课程公式长、计算繁、理解难等特点,本文指出,在教学过程中应强化理论联系实际,通过多方面激发和培养学生主动学习的兴趣,使学生既掌握化工原理的知识,又培养分析问题和解决问题的能力,从而提高化工原理这门理论课程的教学质量与水平.     

行为学习理论的适用价值

行为学习理论产生的时代背景在很大程度上决定了它的理论特点和适用的范围.文章对行为学习理论的主要原理如后果的作用、后果的及时性、强化程式、塑造和连锁以及各种原理适用的实例进行了阐述,指出这些原理在解释人类的大部分行为方面是非常有用的,在行为改变方面尤为明显.讨论了行为学习理论的特点,在实际中的应用价值及其局限性.对我们而言,重要的是明确理论的各种原理的使用界限及适用情况,合理地使用它们,使其最大程度地为人们的生活、教育等各方面服务.     

强化理论视角下的奖惩方式的选择——基于惩罚教育误区的思考

强化理论是行为主义学习理论中的一个小原理,但是对于教育方式的影响却十分巨大.行为主义心理学的发展经历三个阶段,即早期行为主义,新行为主义和新的新行为主义.强化理论则是新行为丰义代表人斯金纳的操作条件作用学习理论的基石和核心,占有极其重要的位置.     

利用地质作用原理和规律突破地理思维

新高考考情分析地质作用与地表形态这部分的地理事实、概念、地理过程和原理性知识比较密集,是考生学习中难点比较集中的部分。在高考中,由于该部分内容既可以考查地理学中的基础内容,又能考核地理思维价值,还可以引导考生践行"学以致用"的学习理念,强化地理实践力的运用.     

基于有效教学的"微机原理与接口技术"课程教学模式探讨

本文讨论了<微机原理与接口技术>课程的现状和传统教学存在的弊端,提出了基于有效教学理念的教学模式.通过引入有效教学,注重教学实践过程中的有效性,从而强化学生对课程中理论知识的掌握以及应用能力的培养.     

基于生态位原理的教师评价

教育生态学中的生态住原理为教师评价提供了新的研究视角.教师生态位即教师在一定的条件下或活动环境中发展、成长的情况、样子或状态.运用这一原理,探讨教师评价应遵循生态位分离和扩充原理,即选取合理定位;减少生态位重叠:以及提升生态位层次这一路径来实现.     

提高“原理”课教学效果的几点思考

提高“原理”课教学效果需要全面把握“原理”课的特点,这是提高“原理”课教学效果的前提和基础;需要强化科研,这是提高“原理”课教学效果的重要条件;需要改进教学方法,这是提高“原理”课教学效果的关键。     

试论提高“马克思主义基本原理概论”课教学效果的几个着力点

提高"原理"课教学效果需要全面把握"原理"课的特点,这是提高"原理"课教学效果的前提和基础;需要强化科研,这是提高"原理"课教学效果的重要条件;需要改进教学方法,这是提高"原理"课教学效果的关键。     

生活中的小概率事件

小概率事件原理是概率论中一个简单、基本但却很有实用价值的原理,本文通过几道例题简单介绍了这一原理在现实生活中的应用,体现了概率就在我们身边,突出了数学的实用性.     

Operant matching is not a logical consequence of maximizing reinforcement rate

The distribution of behavior between concurrently available schedules of reinforcement approximates the distribution of reinforcements between the schedules. This equality, called matching, has been explained as an instance of the principle that organisms maximize reinforcement rate. However, a precise account of the relationship between the distribution of behavior and reinforcement rate on the standard concurrent schedule shows that matching and maximizing are different.     

The Hierarchy of Reinforcement: mainspring of the behavioural approach to teaching and learning

paper attempts to argue that the key to understanding the behavioural approach to teaching and learning is to conceptualise its mainspring, reinforcement, as a hierarchy. It maintains that the various levels of the hierarchy are progressive and interdependent. A simple principle, the law of effect, is seen as manifesting itself in very complex and subtle ways in dynamic human interactions. The antecedent elements of the situation and the personal history of the actor also have an important role but they will not be apparent to the onlooker. This gives an appearance of autonomy and freedom of choice for the fully socialised and educated adult. Control of behaviour will have passed from simple, primary and extrinsic reinforcement to covert and intrinsic forms operating upon very complex and interrelated repertoires.     

Young people who cut themselves – a growing challenge for educational settings

There has been an increasing pattern of young people seeking to cope with the stresses of modern life by acts of self-harm. The frequency of this has been estimated by one review as between one in 12 and one in 15 across the UK. In this article, Margaret Dimmock, family therapist, Sue Grieves, community psychiatric nurse, both of whom work for the Child and Adolescent Mental Health Service in Hartlepool, and Maurice Place, Professor of Child and Family Psychiatry at Northumbria University, report the results of a survey carried out in a large comprehensive secondary school in the North of England, where the rate of self-destructive behaviour was found to be at least 9.8%. The reasons for this behaviour are explored when the authors look at the differences in coping behaviour that these young people show compared with their peers. The results from this project indicate that, within this sample of young people, there is a tendency to worry far more; to feel rather remote from peers; and to feel less able to cope with setbacks. Drawing on these findings, Margaret Dimmock, Sue Grieves and Maurice Place discuss some approaches that might help young people to avoid self-harming behaviour in future.     

论实践哲学的旨趣与命运——以毛泽东哲学为参照

实践哲学是以改造世界为宗旨的,它直接产生于人们改造社会的实践活动中,是人们在实践活动中形成和获得自我意识和自主行动的思想纲领,是人们实践活动的自我阐明和自主筹划,是实践活动中内在的能动因素,具有自主调节和自我规范的基本性质。它既是对以往实践活动的深刻反思,更是对当前实践活动的理论指导,同时将直接引发和规范后续行动,包含着强烈的目的预期、行动意志与自我约束,由此才能实现理论与实践的具体的历史的统一,理论的原则性与实践的灵活性的生动融合。如果说实践哲学的时效性决定了它沉浮不定的历史命运,那么它塑造时代精神和民族精神的创造性成就则使之具有了穿越历史尘埃的思想锋芒和精神光焰。     

论"以人为本"与"为人民服务"的关系

党的十六届三中全会提出的“以人为本”与我们党始终坚持的“为人民服务”宗旨,有着共同的思想渊源,哲学基础和价值目标,坚持为人民服务宗旨与坚持以人为本原则都是构建社会主义和谐社会的内在要求。“以人为本”不仅与“为人民服务”一脉相承,而且是重要的发展和创新。     

灌浆料加速腐蚀仪的研制与应用

参照钢筋阳极极化作用原理和加速腐蚀实验方法，研制了具有6套能同时独立工作的腐蚀装置的灌浆料加速腐蚀仪。试验方法是在恒电位条件下测定腐蚀电流急剧变化时所经历的时间，并由此反映灌浆料在极端苛刻的腐蚀条件下抵御氯离子侵蚀的能力。应用该仪器对预应力混凝土灌浆料的优选进行了系统试验，取得了良好的效果。结果表明该加速腐蚀仪具有良好的可靠性和精度，可用于灌浆料的抗氯离子侵蚀性能的试验研究。     

Increasing appropriate classroom behaviour and academic performance by reinforcing correct work alone

The present study examined indirect effects of modifying appropriate classroom behaviour by itself and academic performance by itself. Of particular interest were changes in appropriate behaviour as students were reinforced for correct work. Five disruptive boys were given arithmetic assignments during daily 20-minute experimental sessions. Changes in appropriate behaviour and arithmetic performance were measured during the following phases: (a) an initial baseline phase; (b) reinforcement for appropriate behaviour alone; (c) return to baseline; (d) reinforcement for correct arithmetic work. It was found that reinforcing appropriate behaviour increased that behaviour, but produced little improvement in arithmetic performance. However, reinforcing arithmetic performance not only increased correct work, but resulted in a high rate of appropriate behaviour as well. The implications of these findings for the management of classroom behaviours were discussed.     

A systems intervention procedure for the management of aggressive behaviour

A significant reduction (p < .05) in the frequency of aggressive behaviour below baseline was found with eight institutionalized mentally retarded adult males using a systems intervention procedure. Self‐charting, a token system, differential reinforcement of other behaviour, verbal and physical prompts, restraint, time out from reinforcement, seclusion, and teaching alternatives were systematically applied with staff response options being contingent on the degree of control exhibited by the subject. Although it was concluded that this is an effective treatment model, further research was suggested.     

鲍德炉料输送廊鉴定工程质量分析与加固

介绍了在钢筋混凝土结构加固处理中加大截面法与增加支撑加固法的加固原理,并利用这种混合加固原理对具体的工程进行分析与处理。     

论信息网络技术对人们精神道德生活的双重影响

信息网络技术对人的精神道德生活的影响是十分深刻的 ,涉及到人们的思维方式、道德观念和行为方式等方面 ,这种影响应该说既有令人兴奋的正面效应 ,也有令人忧虑的负面效应 ,网络文明的建设就是要尽可能地使正面效应得到张扬 ,使负面效应得到抑制。