大学生阅读:现状与对策

阅读是大学生成长的基本途径。问卷调查显示:大学生的阅读态度良好,阅读内容丰富,尤其喜欢网络阅读,但专业阅读较少,在阅读的方法上存在着问题。改善大学生阅读的对策主要有:学校精心选择教材;教师加强阅读指导;转变阅读观念,改善阅读方法;回归对经典名著的传统阅读。     

Multi-period model of portfolio investment and adjustment based on hybrid genetic algorithm

This paper proposes a multi-period portfolio investment model with class constraints, transaction cost, and indivisible securities. When an investor joins the securities market for the first time, he should decide on portfolio investment based on the practical conditions of securities market. In addition, investors should adjust the portfolio according to market changes, changing or not changing the category of risky securities. Markowitz mean-variance approach is applied to the multi-period portfolio selection problems. Because the sub-models are optimal mixed integer program, whose objective function is not unimodal and feasible set is with a particular structure, traditional optimization method usually fails to find a globally optimal solution. So this paper employs the hybrid genetic algorithm to solve the problem. Investment policies that accord with finance market and are easy to operate for investors are put forward with an illustration of application.     

霍妮的神经症理论对现代家庭教育的启示

立足于霍妮的神经症理论,分析当前家庭教育中存在的弊端,从而确立科学的家庭教育观念和正确的家庭教育方式,有利于更好地解决现代家庭教育中存在的问题。     

我国义务教育公平研究——教育生产函数的视角

本文从教育生产函数的视角对我国中东部地区义务教育公平问题进行了实证研究.统计描述和教育基尼系数分析表明:义务教育阶段城乡和校际间的数学教育质量水平存在很大的差异,义务教育阶段学校教育资源配置也非常不均衡.教育生产函数的多水平模型分析结果显示,城乡和校际间以生均公用经费和教师质量为核心的学校教育资源配置的不均衡在很大程度上决定了城乡和校际间数学教育质量的差异.基于上述结论,本文认为保障中东部地区义务教育质量公平的前提基础是推进义务教育阶段学校资源的均衡配置,促进义务教育均衡发展,而义务教育阶段学校教育资源均衡配置的重心在于学校公用经费和教师资源的均衡配置.     

透视当下资本主义经济危机——马克思主义基本原理的活教材

除了经济危机理论,马克思主义基本原理中还有多个理论可以运用来透视当今世界的经济危机:资本主义经济制度的本质说明了经济危机的缘起;资本主义基本矛盾揭示了经济危机的根源;经济危机的周期性爆发和不可避免证明了马克思主义社会发展规律的科学性;运用价值和价值评价的原理,从经济危机及其所造成的一系列危害表明,资本主义制度在价值上是应当否定的.     

加龙的母亲

人世间最可爱的莫过于母亲,无论她在生命中所给你的是悲哀还是喜悦,你将永远不会忘记她。你一生必会经历许多艰辛,而最痛苦的便是失去你母亲的那一天……     

利用OLE AUTOMATION设计应用程序控制EXCEL

VFP和EXCEL在数据处理方面各有优点,但结合使用需要数据的转换。通过一个实例介绍了利用OLE AUTOMATION编制程序直接控制EXCEL完成数据转换并实现排版打印的方法。     

Individual differences in spatial text processing: High spatial ability can compensate for spatial working memory interference

The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task. To understand how individuals who differ in spatial ability process spatial text during dual task performance, spatial individual differences were analyzed. The tasks administered were the Vandenberg and Kuse [Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotation, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.] mental rotation test (MRT) and a reading comprehension task (RCT). Individuals with high (HMR) and low (LMR) mental rotation differed in MRT scores but had similar RCT performance. Results showed that the HMR group, in contrast with LMR counterparts, preserved good spatial text recall even when a spatial concurrent task was performed; however, Experiment 2 revealed a modification of spatial concurrent task performance in LMR as well in HMR group. Overall, results suggest that HMR individuals have more spatial resources than LMR individuals, allowing them to compensate for spatial working memory interference, but only to a limited extent, given that the processing of spatial information is still mediated by VSWM.     

Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis

It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed.     

Assessment Focus in Studio: What is Most Prominent in Architecture,Art and Design?

What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.