以粒子蜂群网络建立高性能混凝土坍落度模型

以粒子蜂群算法(particle bee algorithm, PBA)结合神经网络(artificial neural network, NN),发展出一套能预测高性能混凝土(high performance concrete, HPC)坍落度模型的方法。以演化运算树(genetic operation tree, GOT)及倒传递网络(back propagation network, BPN)2种已发表的方法来比较其准确度。从模型的准确度可知,粒子蜂群网络(particle bee neural network, PBNN)模型预测的准确度高于GOT,但接近BPN的准确度;从参数的影响性可知,PBNN显示水、强塑剂、粗骨材、细骨材、粉煤灰及水泥添加量对于HPC坍落度的影响性大,而高炉矿渣粉用量对HPC坍落度并不敏感,显示各项材料对于坍落度的影响仍具备高度复杂性。     

Facilitating growth in prospective teachers’ knowledge: teaching geometry in primary schools

This paper reports on a study that focused on growth of understanding about teaching geometry by a group of prospective teachers engaged in lesson plan study within a computer-supported collaborative learning (CSCL) environment. Participation in the activity was found to facilitate considerable growth in the participants?? pedagogical-content knowledge (PCK). Factors that influenced growth in PCK included the nature of the lesson planning task, the cognitive scaffolds inserted into the CSCL virtual space, the meta-language scaffolds provided to the participants, and the provision of both private and public discourse spaces. The paper concludes with recommendations for enhancing effective knowledge-building discourse about mathematics PCK within prospective teacher education CSCL environments.     

The roles of a university professor in a teacher study group

The opportunities in which university professors collaborate with the practicing school teachers in a teacher study group are few. This study investigated how a university professor facilitated a collaborative teacher study group to enhance teachers?? professional growth. Five primary school teachers and a university professor collaborated on incorporating Reader??s Theatre into the design and revision of the curriculum in a teacher study group. This study not only identified the roles of the university professor but also highlighted how this outside stimulus facilitated the process of teachers?? professional dialogues in this teacher study group. Five roles of the professor in the teacher study group were identified, including content expert, information provider, thought challenger, discussion facilitator, and caring listener. The discrepancies toward the roles that the professor in the teacher study group should serve between the elementary school teachers and the university professor were analyzed and reported. Implications were drawn for both classroom teachers and university professors.     

Assessing the Economic Value of Public Service Broadcasting in Taiwan Using the Contingent Valuation Approach

The objective of the study is to provide empirical evidence on the value of public service broadcasting (PSB) in Taiwan, which is a critical factor when considering the provision of more public funding. Being based on a nationwide telephone survey in Taiwan, this study uses the contingent valuation method to elicit citizens' willingness to pay (WTP) for maintaining the current PSB in Taiwan. The results show that household average WTP per year for PSB is estimated to be NT$982 (US$29.89), which is equal to 0.18% of GDP per capita in 2007. Such WTP estimate is much higher than the current government subsidy for PSB per household, which implies respondents' high appreciation on PSB as well as the potential benefit that Taiwan PSB could bring to the family. Our estimates of WTP provide important information for government authorities and policy-makers when making funding decisions. Furthermore, our survey results also point to some prioritized functions as potential niches on which the Taiwan PSB could focus in the future.     

Investigating Coherence About Nature of Science in Science Curriculum Documents

Science & Education - The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different...     

從性别與文化談女性詞作美感特質之演進

多年來,我雖曾寫過不少篇有關詞與詞學方面的論文,但却大都是以男性之作品為主,而未曾寫過任何一篇有關女性詞人的論述.一年前應香港城市大學之邀前往講學,曾做過一次題為<從雙重性別與雙重語境談早期詞之美感特質之形成>的講演.     

The influence of social interaction on meaning construction in a virtual community

As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions.     

女性語言與女性書寫——早期詞作中的歌伎之詞

西方女性主義,從20世紀40年代末期女性自我意識之覺醒,繼之以女性主義文學批評之興起,開始了對於"文學中的女性"與"女性的文學"之種種反思和研討.到以後女性主義性别之論述,則結合了舆政治學、社會學、心理學等各學派的對話,而且與時俱進地滲入了後結構主義舆後現代主義的種種新說.     

The interactive effects of personal traits and guided practices on preservice teachers' changes in personal teaching efficacy

Personal teaching efficacy is associated with a teacher’s effectiveness in the classroom. To enhance this efficacy in a computer‐simulated training program, both personal traits and guided practices need to be considered concurrently. In this study, it was hypothesised that the interactive effects from the coupling of personal traits with guided practices would be a reliable predictor of the degree of improvement in personal teaching efficacy during computer‐simulated training. One hundred and seventy‐eight preservice teachers completed an interactive teaching experience via the Computer Simulation for Teaching General Critical‐thinking Skills in which guided practices were integrated via specially designed teaching sequences and loops. The findings suggest that intrapersonal intelligence, critical‐thinking dispositions and a judicial thinking style are related to self‐awareness, analytical learning and reflective thinking and that in this study, these personal qualities seemingly interacted with guided practices, which resulted in reflective teaching and mastery experience. This, in turn, may very well have brought about improvement in the preservice teachers’ personal teaching efficacy during the computer‐simulated teaching.