高职院校“两情管理”,“以人为本”理念的实践

近年来,各类高校就大学生思想政治教育问题、学生管理问题,进行了大规模的、深入的调查研究.以胡锦涛同志为总书记的党中央明确指出,要坚持社会主义办学方向,要以人为本,加强和改进大学生思想政治教育工作.那么,如何根据大众化高等教育,特别是高等职业技术院校的实际,真正在正确的社会主义办学方向指导下,切实坚持以人为本的正确理念,加强和改进大学生思想政治教育工作,加强大学生的管理工作?这是摆在高等职业技术院校面前的一个重大课题.     

Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms

ABSTRACT

The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.     

A variational energy approach for electromechanical analysis of thick piezoelectric beam

INTRODUCTION Piezoelectricity is an electromechanical phe- nomenon which couples elasticity and electricity through the existence of pressure induced electrical field or electric induced stress field. The piezoelectric materials are usually surface bonded in patches or fully embedded in the host structure, so that the structure becomes a laminated piezoelectric beam. Tzou and Gadre (1989), Lee (1990), Crawly and Lazarus (1991) developed laminated plate models incorporating the piezoelect…     

Determining the Mechanics of Classroom Discourse in Vygotskian Sense: Teacher Discursive Moves Reconsidered

Research in Science Education - This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to...     

Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL

For some time, there has been a call for cross‐disciplinary teaching within the business disciplines. With the rise of data and analytics, there is an opportunity for cross‐disciplinary teaching by integrating technology throughout the business curriculum. However, many business professors have little experience in cross‐disciplinary teaching. We hope to rectify this by introducing an approach that uses prelecture material to prepare students for learning concepts and terms that are not core to the focal class. In a study that combines Structured Query Language (SQL) coding with an audit principle called Benford's Law, we analyze the impact of adding prelecture material about Benford's Law on student's cognitive load, knowledge gained, and instructional efficiency. Results indicate that students who received a prelecture on Benford's Law outperformed the control group in performance measures related to Benford's Law, and that the instructional efficiency on Benford's Law was also higher for the treatment group. We did not find any significant differences in cognitive load between the two groups, nor did the treatment group perform significantly better when tested on the SQL concepts. We conclude that cross‐discipline teaching is a fine balance between each discipline and communicating to students the importance of both disciplines is key.     

Contexts of achievement: a study of American, Chinese, and Japanese children

The major purpose of this study was to attempt to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children. The study was conducted with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan). 1,440 children (240 first graders and 240 fifth graders in each city) were selected as target subjects in the study. The children were selected from 20 classrooms at each grade in each city and constituted a representative sample of children from these classrooms. In a follow-up study, first graders were studied again when they were in the fifth grade. The children were tested with achievement tests in reading and mathematics constructed specifically for this study, the children and their mothers were interviewed, the children's teachers filled out a questionnaire, and interviews were held with the principals of the schools attended by the children. In the follow-up study, achievement tests were administered, and the children and their mothers were interviewed. Background information about the children's everyday lives revealed much greater attention to academic activities among Chinese and Japanese than among American children. Members of the three cultures differed significantly in terms of parents' interest in their child's academic achievement, involvement of the family in the child's education, standards and expectations of parents concerning their child's academic achievement, and parents' and children's beliefs about the relative influence of effort and ability on academic achievement. Whereas children's academic achievement did not appear to be a central concern of American mothers, Chinese and Japanese mothers viewed this as their child's most important pursuit. Once the child entered elementary school, Chinese and Japanese families mobilized themselves to assist the child and to provide an environment conducive to achievement. American mothers appeared to be less interested in their child's academic achievement than in the child's general cognitive development; they attempted to provide experiences that fostered cognitive growth rather than academic excellence. Chinese and Japanese mothers held higher standards for their children's achievement than American mothers and gave more realistic evaluations of their child's academic, cognitive, and personality characteristics. American mothers overestimated their child's abilities and expressed greater satisfaction with their child's accomplishments than the Chinese and Japanese mothers. In describing bases of children's academic achievement, Chinese and Japanese mothers stressed the importance of hard work to a greater degree than American mothers, and American mothers gave greater emphasis to innate ability than did Chinese and Japanese mothers.     

A vague-set-based fuzzy multi-objective decision making model for bidding purchase

A vague-set-based fuzzy multi-objective decision making model is developed for evaluating bidding plans in a bid- ding purchase process. A group of decision-makers (DMs) first independently assess bidding plans according to their experience and preferences, and these assessments may be expressed as linguistic terms, which are then converted to fuzzy numbers. The resulting decision matrices are then transformed to objective membership grade matrices. The lower bound of satisfaction and upper bound of dissatisfaction are used to determine each bidding plan’s supporting, opposing, and neutral objective sets, which together determine the vague value of a bidding plan. Finally, a score function is employed to rank all bidding plans. A new score function based on vague sets is introduced in the model and a novel method is presented for calculating the lower bound of sat- isfaction and upper bound of dissatisfaction. In a vague-set-based fuzzy multi-objective decision making model, different valua- tions for upper and lower bounds of satisfaction usually lead to distinct ranking results. Therefore, it is crucial to effectively contain DMs’ arbitrariness and subjectivity when these values are determined.     

The CCD Camera and Its Applications in Science Teaching

In this paper, we intend to illustrate some of the possible uses of the CCD camera in science teaching. We start with an introduction of the Flexcam which is one form of the CCD camera used primarily by biology teachers. We then explain the structure, working principles, and applications of the CCD camera at large. Examples of demonstrations, observations, and scientific skill using the CCD camera in connection with the TV monitor for topics under each of the main science subjects, biology, chemistry, physics and general science, in high school will be presented. Modifications needed in order to adopt the camera are elaborated in each case. Finally, a brief history of our adventure and some remarks are given to encourage readers to explore further uses of the CCD camera in one's own teaching.     

843名高职大专新生心理卫生状况调研

目的：调查研究某高职院校大专新生的心理卫生状况。方法：采用精神症状自评量表(SCL-90)，对此高职院校843名2003级大专新生进行调查分析。结果：被试中至少有一个SCL-90因子的得分大于或等于3的学生占13．40％；总体上，参加此次调研的高职大专新生心理卫生水平高于全国大学生，低于国内正常人群和四川大学生；女生、贫困生、农村学生、非独生子女、非学生干部学生心理卫生问题较为突出。结论：高职大专新生心理卫生问题不容忽视。