基于九因子模型的新手教师TPACK知识结构分析

教师所具有的TPACK知识反映其胜任课堂信息化教学的程度。先前关于TPACK的研究多是基于传统七因子模型,且已有研究表明,TPACK与教师的教学年限、教育信念、设计意向相关。在传统TPACK七因子模型基础上,加入建构主义教学信念和教师设计创新素质两个积极因素形成的TPACK九因子结构假设模型,经数据验证后表明:该模型适用于职业生涯初期阶段的新手教师;新手教师TPACK知识处于较低水平,与职前教师不存在显著差异,且受到其他因素的影响;新手教师建构主义信念和设计创新素质均对其TPACK知识的发展具有预测作用,该作用效果与普通在职教师一致;但新手教师PCK知识显著优于职前教师,且新手教师PCK对TPACK的发展存在负向预测关系,而职前教师和普通在职教师的PCK对TPACK不存在显著预测关系。新手教师可以通过强化PK、TPK和TCK的知识变化来促进TPACK的发展。     

广义纳维-斯托克斯方程解的衰减性

利用半群算子和模的性质,讨论广义不可压纳维-斯托克斯方程解的衰减速率;通过不完全采用傅里叶分析的方法和的粗略估计,在空间中得到方程较好的衰减估计。     

贝努利方程的解法及其应用探析

文章在传统解法的基础之上,阐述了常数变易法、变量代换法和微分法三种贝努利方程的解法,并在此基础之上,论述了贝努利方程的应用。     

高校双语教学满意度与忠诚度影响因素研究--基于结构方程模型的实证分析

高校双语教学满意度与忠诚度是衡量双语教学质量的重要指标,对于培养国际化复合型人才有着积极意义。本文构建了高校双语教学满意度与忠诚度模型,分析了教学水平、教师素养、学习潜能、学习自主性、外语氛围和激励保障六个前因变量,以及学生抱怨和双语教学忠诚度两个结果变量对双语教学满意度的影响。从华南农业大学采集了540个有效样本,采用结构方程技术对模型进行了实证分析。研究结果表明,教学水平、教师素养、学习自主性和激励保障在不同程度上对双语教学满意度产生显著正向影响;双语教学满意度对双语教学忠诚度有正向显著影响,其中双语教学满意度对学生抱怨有负向显著影响,而学生抱怨对双语教学忠诚度有负向显著影响。     

基于SEM的公众太阳能光伏发电认知和采纳意愿的实证研究

当今世界,化石能源日益短缺、能源危机加剧,作为新能源和清洁能源的太阳能光伏发电应运而生,世界各国都加快了太阳能开发利用的步伐。公众作为太阳能光伏发电的采纳主体,直接影响着太阳能的开发利用及光伏发电的推广速度。因此,开展公众对太阳能光伏发电认知和采纳意愿的研究具有重要的现实意义。本文基于武汉地区330份有效调查问卷数据,采用结构方程模型对公众太阳能光伏发电认知和采纳意愿进行了实证研究。在理论分析和因子分析的基础上,提出了太阳能光伏发电认知与采纳意愿的概念模型和研究假设,构建了结构方程模型(SEM)并对概念模型和研究假设进行了实证检验。研究结果表明:1政府政策对公众的节能意识、太阳能光伏发电设备的选择倾向和采纳意愿均具有显著的积极影响,其中对公众的节能意识影响最大;2公众节能意识对其太阳能光伏发电的认知与太阳能光伏发电设备的采纳意愿产生显著的积极影响,其中对采纳意愿的影响最大;3公众的节能意识和公众认知对其选择倾向产生的直接影响未达到统计学显著水平,且公众认知和选择倾向对其采纳意愿产生的直接影响也未达到统计学显著水平。最后,基于上述研究结论,本文提出了相应的政策建议。     

The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis

The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis is to evaluate the possible generalisability of the CI phenomenon in sports-based contexts with regard to performance outcomes. Up to April 16th, 2022, five electronic databases (PubMed, Web of Science, Scopus, Taylor & Francis, and SciELO) were used to search for relevant studies investigating differences between blocked and random schedules at post-acquisition, retention, and/or transfer tests. Using the PICOS criteria, a total of 933 records were screened. Outcomes evaluating the acquisition, retention, and/or transfer performances in sports skills in healthy participants were included. The quality of the selected studies was scored using the PEDro scale. Thirty-seven studies were selected, of which twenty-seven were of good quality and the remaining ten were rated as fair quality. Out of 205 overall pooled outcomes, only 43 performance outcomes (21%) agreed with the CI phenomenon after the acquisition (18 out of 103), retention (19 out of 84), and/or transfer (6 out of 36) phases. No statistically significant overall difference between blocked and random practice was detected at post-acquisition (effect size (ES) = 0.1, p = 0.154), retention (ES = −0.159, p = 0.141) or transfer testing (ES = −0.243, p = 0.071). The subgroup analysis showed inferior acquisition and superior retention following random practice only in individuals aged 20–24 years (ES = 0.282, p = 0.030 during the acquisition, and ES = −0.405, p = 0.011 during retention), with no difference at transfer testing for this specific age group. No similar significant effects have been concurrently identified during both acquisition and retention phases in any of the remaining subgroups (e.g., examined based on experience level, sports, skills, and testing protocol categories). The present results suggest CI effects can only be confirmed under very limited conditions, which seriously challenges the extension of CI effects to the sport context in general. Problematic conclusions for children's learning are discussed, as well as future research strategies to better understand counterintuitive learning approaches.     

Hybrid E‐Learning Acceptance Model: Learner Perceptions

E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.     

一族全纯函数的正规性

对具有一定性质的全纯函数进行研究,得到了一族全纯函数的正规性质．     

关于我国现行民事诉讼级别管辖制度的思考

民事诉讼中的级别管辖,是指按照一定的标准,划分上下级法院之间受理第一审民事案件的分工与权限的制度。我国民事诉讼级别管辖制度存在诸多问题,本文分析了其原因,并就如何进一步完善我国民事诉讼级别管辖制度提供了一些建议。     

外部因素如何影响农户清洁能源初次应用行为——来自农户微观数据实证

基于负责任的环境行为模型和技术接受模型,构建外部因素影响农户清洁能源初次应用行为的概念模型;在此基础上,运用江西省612个农户调查数据研究外部因素影响农户清洁能源初次应用行为的作用机理。研究表明:经济激励、清洁能源产品属性、感知因素(感知应用清洁能源的有用性与易用性)、环境问题认知对农户清洁能源初次应用行为有显著的正向影响;经济激励、自愿活动和清洁能源产品属性对农户感知因素有显著的正向影响;经济激励、自愿活动对农户环境问题认知也有显著正向影响。研究还发现,对农户清洁能源初次应用行为影响最大是经济激励政策;对农户环境问题认知、感知因素影响最大的都是农户的自愿活动。