论公共和谐与社会和谐

公共生活是社会生活的主要部分,公共生活为社会和谐提供了基本境域,社会和谐是良序公共生活的直接表征,所以,公共生活伦理建设是和谐社会建设的应有之义。和谐社会的公共生活伦理意蕴主要是“民主法治、公平正义、诚信友爱、充满活力、安定有序、人与自然和谐相处”,实现“公共和谐”。     

基于商品属性与用户聚类的个性化服装推荐研究

淘宝网作为电子商务时代最大的网上零售平台,为用户提供越来越多的商品与服务的同时,也出现了信息过载等一系列问题。鉴于此,本文提出了基于商品属性与用户聚类的个性化服装推荐方法,通过用户个人信息与对商品的评价,计算用户之间的相似度,进行聚类分析。与此同时,将商品化整为零,通过商品属性来计算商品的相似度,得到top-N相似列表。以此,综合商品与用户两者的权重值,实现为用户提供个性化的商品推荐,解决用户面对信息过载的难题,为用户节省精力,提高用户的购物体验。针对某一淘宝网店铺,本文提出了适合的混合推荐算法,并通过搜集实际数据进行了实证研究,对推荐结果进行准确性评价。     

论生态文明建设守法主体的“生态化”

生态文明建设守法主体应该是具有法治思维和生态思维的“人”,是生态人格和法权人格的融合体,这样的“生态人”是生态意识和法治意识内化一体的生态人,守法成为其行为的一般性准则。塑造这样的“守法生态人”的过程就是政府主体、企业主体和社会公众主体协同法治的过程,是实施最严密和最严格的环境法律制度的过程。     

高中理科学生实验的实施现状与改进对策

高中理科学生实验是不可缺少且不可替代的学习方式。但多年以来,学生实验不断被弱化,实验课开设率低,人均实验操作时间短,以教师演示实验或观看实验录像替代学生实验已成为普遍现象。上述做法背离了《教育部关于加强和改进中小学实验教学的意见》的精神,影响了学生科学核心素养的形成。本文在问卷调查、国际比较和课程标准研究的基础上,从观念、行为和手段方面分析了学生实验困境的成因,提出了着眼能力培养、加强督导检查、用好数字化实验、实施过程性评价四项加强和改进学生实验教学的对策。     

Developing a comprehensive leadership development model in higher education context: A co-design approach

Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation-oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co-designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings.     

文本相似度比较系统设计与实现

根据文本相似计算模型,设计软件实现了对待测文本的分词、词频统计、向量空间模型(VSM)计算,得出相似度值.系统可以对DOC,TXT格式文本进行比较,比较方式为1:1模式和1:n(1对多)模式.软件采用基于MVC模式的三层体系结构设计完成.     

美国学校核心价值观教育的方法途径及启示

美国学校实施核心价值观教育的方法主要有价值灌输、价值澄清和价值分析等,其实施的途径主要包括学校课程、学校环境、课外活动、学校与家庭、社区协作等,美国学校核心价值观教育的成功经验为我国社会主义核心价值观教育提供了重要的参考价值。     

The influence of distractor strength and response order on MCQ responding

Multiple-choice questions (MCQs) play a key role in standardised testing and in-class assessment. Research into the influence of within-item response order on MCQ characteristics has been mixed. While some researchers have shown preferential selection of response options presented earlier in the answer list, others have failed to replicate these results. This paper investigates a possible explanation for these mixed findings by assessing the influence of distractor strength on MCQ response order effects. A real-world assessment was administered to 232 undergraduates in which the response order within items was systematically varied. A generalised multilevel model was then used to show a significant interaction between distractor strength and response position with regard to response behaviour. Furthermore, the effect was found to be independent of student ability. These findings have implications for MCQ test construction, minimising the negative consequences of MCQ test exposure and promoting improved test-taking strategies.     

The mediating effect of trust on the dimensionality of organisational justice and organisational citizenship behaviour amongst teachers in Malaysia

Abstract

The swelling discourses on organisational citizenship behaviour (OCB) have diffused into areas of management and organisational research. The existing literature encapsulates that trust will mediate the relationship between the three dimensions of organisational justice: procedural justice, distributive justice and interactional justice and OCB. Based on the literature discussions, several hypotheses were proposed and conceptual framework was formulated. A total of 411 teachers had responded and participated in the survey. The collected data were analysed using Smart Partial Least Square software. Vigorous two-stage analytical procedure was adopted. The statistical results indicated that trust significantly mediates the relationship between organisational justice and OCB as well as the dimensions of organisational justice and OCB with various degrees of mediating effects. These findings have provided new insights in the organisational behaviour discipline and shed light on trust’s mediation in the relationship of organisational justice and OCB.     

核心素养"落地"图景——基于解释学的视角

核心素养"落地"是"知识"教育向"人性"教育的跨越,是教育价值的升华.从解释学的视角出发,教育具有解释的特征,核心素养"落地"的核心存在于教育主体在具体教育场域对核心素养的"理解"和"解释"之中.核心素养"落地"图景具有非限定性、可拓展性,以"人"的丰富性、发展性和创造性为指向,但教师"理解"的主观性、局限性,学生"理解"的先验性、滞后性,导致核心素养"落地"图景的价值位序存在一定局限.理想的核心素养"落地"图景建构在于理想化的教育行为.