To rubric or not to rubric? The effects of self-assessment on self-regulation,performance and self-efficacy

The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning.     

加权的布尔型文本匹配算法研究

本文分析了传统的布尔型文本匹配算法的弊端和缺陷,结合图书文本信息的快速、高效的检索匹配要求,提出了加权的布尔型文本匹配算法。该算法对传统的文本匹配算法中漏检、误检和模糊查询等方面的问题进行了加权处理和结果校正,既保证查询算法的高效与全面性,同时又有效地控制了匹配的准确度,为图书信息查询系统的建立提供一种更好的解决方法。     

Is Teaching Experience Necessary for Reliable Scoring of Extended English Questions?

Hundreds of thousands of raters are recruited internationally to score examinations, but little research has been conducted on the selection criteria for these raters. Many countries insist upon teaching experience as a selection criterion and this has frequently become embedded in the cultural expectations surrounding the tests. Shortages in raters for some of England's national examinations has led to non-teachers being hired to score a small minority of items and changes in technology have fostered this approach. For a National Curriculum test in English taken at age 14, this study investigated whether teaching experience was a necessary selection criterion for all aspects of the examination. Fifty-seven raters with different backgrounds were trained in the normal manner and scored the same 97 students' work. Accuracy was investigated using a cross-classified multilevel model of absolute score differences with accuracy measures at level 1 and raters crossed with candidates at level 2. By comparing the scoring accuracy of graduates with a degree in English, teacher trainees, experienced teachers and experienced raters, this study found that teaching experience was not a necessary selection criterion. A rudimentary model for allocation of raters to different question types is proposed and further research to investigate the limits of necessary qualifications for scoring is suggested.     

邓小平理论与批判性思维的精确性——用批判性思维的精确性解读邓小平理论

批判性思维要求人们在思维时,能够以量化语言来描述和区别认识对象的隶属边界及其性态的一种确定性。这就要求思维方式的数学化、符号化、形式化,以求达到理解足够地全面、具体、深刻的目的。这既为我们提出了批判性思维精确性的思维要求,同时也为我们提供了达到批判性思维精确性的路径和方法。尝试用批判性思维的精确性原则解读邓小平理论,希望从一个新的视域来领会和审视邓小平理论。     

语文教师——课堂上的语言艺术家

语文教师的教学语言优劣不仅反映教师的专业素养高低,对学生的影响也是潜移默化的。一个优秀的语文教师能够通过精心设计的教学语言,帮助学生迅速走进文本,深入理解文本,激发学生对语言文字的热爱。教师的语言应具备幽默风趣、表达准确、以情动人等特点,同时,教师还应采用科学的训练方法提高自己的课堂教学语言。     

甲醛法测定铵盐中总氮含量的有关问题讨论

对用甲醛法测定铵盐中总氮含量的测定原理、含量计算、以及实验注意条件等进行讨论,确保实验成功,提高样品测定结果的准确度．     

数学概念教学方法探究

数学概念教学是数学教学中的难点与重点。文章归纳出数学概念教学的一些常用方法:具体与抽象结合;抓关健词;类比法;揭示本质特征;网络化;强调准确性。     

基于XG-B00ST和多数据源的药物重定位预测

新药物研发时间长、成本高,但成功率低,为了提高收益比,药物重定位即旧药新用受到了广泛关注。从临床和实验角度鉴定药物的新用途需要耗费大量人力和物力,从计算角度预测药物新用途成为研究热点;并且,随着药物和疾病相关的大量多层次组学数据积累,通过挖掘药物相关数据鉴定药物新用途成为可能。重点挖掘药物化学结构、药理性质、药物靶蛋白功能、疾病表型等数据得到相应特征,并将这些药物疾病特征进行整合,再将特征输入XG-BOOST模型进行预测。实验结果表明,该方法准确率达87.9%,较逻辑回归、随机森林具有更高的预测精度。