略论稼轩谐谑词

辛弃疾是宋代现存词作最多的一家，其词内容丰富，风格多样，然而前人于其词风多注意到“悲歌慷慨”与“委婉清丽”两种，至于其诙谐戏谑一类的作品则很少留意。章从辛弃疾谐谑词的内容入手，对其谐谑词作进行了简单的归纳，并对其特点与成因给予初步的分析：认为稼轩谐谑词具有幽默诙谐，谑而不虐；寓庄于谐，笑中含悲，精心用典，不拘一格，以为词，俚俗并用的特点，稼轩的传奇经历，悲剧命运与独特性格是其谐谑词的直接成因。     

数据驱动的在线学习倦怠预警模型研究与实现

在线学习倦怠是学习者由于学习压力等因素影响而产生的一种倾向于逃避学习的消极心理状态,对其进行有效识别与适时预警是实现高效在线学习的重要途径.鉴于此,文章首先确立了在线学习倦怠的内涵与结构维度,并基于学习倦怠量化表征依据分析构建了数据驱动的在线学习倦怠预警模型;然后从在线学习倦怠预警过程出发,详细阐述了数据驱动在线学习倦怠预警的实现方案;最终依托iStudy学习平台完成了在线学习倦怠预警系统功能的设计与开发,并以H大学在线学习者为研究对象进行系统应用和实证分析.实践效果表明,该预警模型可以有效降低学习者倦怠水平并显著提升课程学习效果,为在线教育中的学习倦怠评估与智能化预警奠定了一定的基础.     

A mixed method study of ethical issues in classroom assessment in Chinese higher education

The purpose of this study was to explore Chinese university professors’ decisions about ethical issues in classroom assessment. A survey with fifteen scenarios that describe professors’ thoughts about ethics in assessment practices was administrated to 555 professors from 143 colleges and universities in 29 provinces in China. The results of the quantitative analysis indicated that professors’ interest in professional development related to classroom assessment, and their dispositions were significantly associated with their agreement with experts in the field of classroom assessment. Professors’ gender, highest degree, professional rank, and years of teaching experience did not significantly predict their agreement. The qualitative analysis revealed that maintaining fair assessment vs being caring to students and asserting professors’ rights vs abiding by university policy were the crucial aspects for professors to consider in classroom assessment. Findings of the study could help educators identify ethical issues in assessment, develop guidelines to ensure fair assessment, and incorporate differentiated strategies in professional development workshops in higher education.

     

“诗”字义源流考

从字形上分析,“诗”左边为“言”;右边上半部分为“之”,下半部分为“寸”,其本义是祭仪主持者（寺人）在祭祀时使用的说辞和唱辞。西周以降,“诗”的本义逐渐湮没无闻,逐渐衍生出“志”、“意”、“史”等基本义。因为音转且义近之故,“诗”又从本义中衍化出“持也,承也”的假借义。     

我国教育公益性内涵研究述评

关于教育公益性研究有不同的研究方式,教育公益性的内涵在理论界还未取得比较一致的结论,为了更好推进教育公益性内涵研究的发展,我们通过梳理现有的研究并进行系统的探讨,可以发现,目前关于教育公益性内涵的界定有从正面直接进行阐释、从所需条件进行阐释、从相对属性进行阐释三种方法,同时有关教育的产业性、教育的私益性、教育的民营化等问题的讨论也应运而生,因此产生一些认识上的悖论.因此,有必要通过进一步的研究,澄清认识,以更好地指导实践.     

Kidney function change after transcatheter aortic valve replacement in patients with diabetes and/or hypertension

Aortic stenosis(AS)is a progressive heart valve disease occurring predominantly in older patients.According to a survey in a western country,the prevalence of AS is nearly 6.4%in patients over 75 years old(Carabello and Paulus,2009).Transcatheter aortic valve replacement(TAVR)is an alternative method for AS patients.Previous studies have described how up to 66%of TAVR patients have concomitant baseline kidney dysfunction(Ferro et al.,2015;Gargiulo et al.,2015).The majority of patients can benefit from the TAVR procedure with the recovery of kidney function.     

基于暗通道先验与 YOLO 的水下河蟹识别研究

为解决全自动均匀投饵作业船在河蟹养殖过程中投饵不精准问题,引入水下摄像设备采集图像,但采集的图像存在对比度低、模糊和图像退化等问题。为此,采用暗通道先验提高图像对比度。利用 YOLO 卷积神经网络技术快速准确地识别出低照度环境下的河蟹,识别准确率达到 98%,平均耗时 50ms。获得河蟹生长、分布信息后测算出河蟹养殖密度,为全自动均匀投饵作业船精准投饲提供数据支持     

家庭背景、学校氛围如何影响学生抗逆力? ——基于PISA 2018的实证分析

基于PISA 2018中国四省市数据,对家庭背景、学校氛围与学生抗逆力的影响机制进行分析.研究发现,对标OECD国家进行比较,中国四省市抗逆力表现略低于国际水平;家庭背景层面,家庭文化资本和经济资本对学生抗逆力提升更有效,而家庭社会资本则无显著影响;学校层面,学校氛围能显著正向影响学生抗逆力;学校氛围和家庭背景对学生抗...     

试论基础教育课程改革的区域推进模式

基础教育课程改革的区域推进模式是指以县或区为单位,将基础教育纳入本地区政治经济文化建设的系统中,在区党委政府的支持下,由教育主管部门统筹、组织、实施的,以课程改革带动各学校内涵发展并提升教育质量的一种实践方式。这一模式具有实际推进整体性、理念目标一致性和工作任务周期性等特点,显示出力度大、效率高的优势。运用此模式首先要开展科学的顶层设计,提高从区域教育主管部门到学校组织机构各层级主体的课程领导力,通过构建学习型组织和提高组织的学习力,来积极应对改革实践中遇到的新挑战、新问题,并通过建立健全相关体制机制来保障课程改革的深入推进。     

Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View

The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.