P2P技术及其在现代远程教育中的应用

发展现代远程教育必须关注新技术的进展。P2P作为天然具有开放共享、对等互通的特性，在现代远程教育中具有良好的应用前景。     

多元函数极值判别法推广

利用代数中的正定阵对多元函数的极值的判别法作一些推广     

论转型高校人才培养方案的修订——基于10所转型高校人才培养方案的调查

引导部分地方普通本科高校向应用型转变是党中央、国务院做出的重大战略部署。修订专业人才培养方案是转型的关键。目前转型高校的人才培养方案存在着应修学分学时量过大,课程结构不合理,特色不突出、有机性差等问题,需要在借鉴国内外有益经验的基础上,结合学校、专业发展的实际进行进一步优化。在优化过程中,要处理好目标与体系、部分与整体、一般与特殊的关系,强化有机性,突出特色。     

Modeling Skipped and Not‐Reached Items Using IRTrees

When dealing with missing responses, two types of omissions can be discerned: items can be skipped or not reached by the test taker. When the occurrence of these omissions is related to the proficiency process the missingness is nonignorable. The purpose of this article is to present a tree‐based IRT framework for modeling responses and omissions jointly, taking into account that test takers as well as items can contribute to the two types of omissions. The proposed framework covers several existing models for missing responses, and many IRTree models can be estimated using standard statistical software. Further, simulated data is used to show that ignoring missing responses is less robust than often considered. Finally, as an illustration of its applicability, the IRTree approach is applied to data from the 2009 PISA reading assessment.     

Secondary schools included: a literature review

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000–2012), current interests represent inclusive culture, policy and practices, although the balance between each of these dimensions is unequal. A large number of studies report on attitudes towards inclusion, followed by inclusive practice. A lower number of studies deal with policy issues. Staff attitudes towards inclusion, access to the general curriculum, peer support, self-determination strategies and collaborative practices in specific subject areas were identified as major topics of investigation. Considerable attention has also been paid to peer attitudes, self-advocacy and student grouping. While the adolescent perspective is emphasised, little room is left for parental involvement. Also, the central role of administrators and professional development of staff has been underexposed in current research on secondary inclusion.     

谈矩阵初等变换的独立性

本文讨论矩阵的三种初等变换的独立性.     

猪八戒形象简论

从猪八戒这个貌似滑稽的角色出发 ,探讨《西游记》塑造这个形象的命意 :只要皈依佛门 ,终能得正果 ,为凡夫俗子树一个榜样。并对此命意予以批判     

心育的实践性全面性渗透性原理浅析

心育是一种主体性教育、是以活动为核心的心育各要素构成的交互作用的活动共同体。文章论述了心育的实践性、全面性、渗透性原理 ,指出实践性是心育的方法论依据 ,全面性是心育目标的参考系 ,渗透性则为心育的策略、技术提供了借鉴     

论会计教学过程中的诚信教育

分析了会计诚信教育重要性，指出要改变以往重专业技能培养，轻职业道德教育的传统教育观念，在会计专业课程教学过程中开展会计诚信教育；并且要革新教学方法，丰富教学内容，使会计诚信教育富有成效。     

ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

Since our first studies of information and communications technology (ICT) skills and ICT use at universities in 2004, ICT and its use by students has changed greatly. In order to obtain a more detailed picture of ICT skills, we first construct a new instrument to measure the self-perception of ICT skills (49 items) and of ICT use (53 items) by students. This allows us to find some patterns for ICT skills and ICT use. In order to explain these patterns, two basic hypotheses are formulated. The first suggests that positive ICT learning experiences at home, in school, and with peers could contribute to mastering a higher level of ICT skills and more frequent use of ICT among bachelor’s students, a hypothesis that aligns with Dewey’s learning theory. The second hypothesis suggests that there is a similarity between the characteristics of information systems and scientific research, and that students who identify more with scientific research would be more likely to have greater ICT skills and a higher frequency of ICT use. Both hypotheses are tested among bachelor’s students, using some important contextual variables (gender, domain of study, ICT course in secondary school or at university, and education level of parents). It can be concluded that there is a relationship between the ICT learning experience and the research-oriented identity commitment of bachelor’s students on the one hand, and their command of ICT skills and the frequency of use of computers, ICT instruments, and ICT programs on the other.