基于遗传算法的题库选题设计与实现

从遗传算法的应用入手,阐述了遗传算法的相关概念和执行流程,深入研究了遗传算法在题库选题系统中的应用,探讨了初始种群、适应度函数、选择算子、交叉算子、变异算子的设计方法,并给出了关键实现代码。遗传算法为题库选题提供了高效的解决方案,能够取得良好的选题效果。     

If I experience formative assessment whilst studying at university,will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE)

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates’ subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their professional practice as schoolteachers. To address this issue, questionnaires were issued and focus groups were held with a sample of ITE graduates. The main results of the study are that: (1) formative and shared assessment (FSA) is not used a great deal during ITE, but is highly valued; (2) some graduates have implemented FSA in their practice as teachers, following their experience on their ITE course; and (3) significant variables are found regarding the implementation of FSA in schools (possible resistance from colleagues and/or pupils’ parents, etc.).     

论学生馆员职业素养的缺失及提升策略

高校学生馆员职业素养的高低影响图书馆的服务质量和服务水平,而目前学生馆员职业素养缺失状况令人担忧。从学生馆员职业素养缺失的表现形式出发,分析学生馆员职业素养缺失的影响因子并提出了一些合理化建议。     

影响驼绒可纺性因素的分析

通过驼绒与70s澳毛的比较,分析了影响驼绒可纺性的几个因素,为驼绒进行改性处理、提高驼绒可纺性提供理论依据。     

试论建国初期我国学校体育的创建

文章认为建国初期我国学校体育的创建,实际经历了两个阶段.第一阶段1949～1962年,主要是实现了由旧体育向新体育的根本性转变;第2阶段1953～1956年,主要是模仿前苏联模式而建构新中国的学校体育体系.从1956年国家颁布第一个全国性的各级各类学校体育教学大纲开始,标志着具有前苏联模式的我国学校体育体系形成,并从此影响了我国学校教育近50年的历史.     

论《暴风骤雨》中的萧祥

在周立波的《暴风骤雨》中,萧祥是符合解放区主流意识形态要求的一个党员典型,是一个完美的知识分子革命者形象。但从审美的角度来看,萧祥却远离＂浑圆＂,接近＂扁形＂,呈现出＂静＂＂硬＂＂同＂的审美特征。＂党的代言人＂萧祥是＂作为一种民族战争、革命战争的文艺形态＂延安文学的产儿。     

Student‐teachers' perspectives on positive and negative social processes in school

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article.     

Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry third-level students

This article compares the learning approaches of students on an initial teacher education programme. Using a mixed method approach, the study examines differences between mature learners and direct entry students, across the domains of deep, strategic and surface learning approaches. Following the quantitative phase, group interviews were conducted to gain additional insights into the factors, which impacted learning approach. Significant differences were evident between both cohorts. The key categories that contributed to learning approach included; motivation to learn, collaborative and competitive learning, prior educational experiences and school placement. The findings provide insights into the diversity of student cohorts.     

Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice

This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning.     

网络文学创作主体的心理缺失与整合

在开放、自由、平等、包融的网络空间缔造的网络文学,鲜明凸现了当今一代网络写手的多重心理需要及隐藏其中的心理缺失,表现为：本我展现的需要与自我的迷失;归属与爱的需要与精神的失落;自我实现的需要和习得无助的强化。所以,网络创作主体只有保持心灵的自律,坚持精神的追求,让创作体现出“写作治疗”的功能,才能让自我走出心理阴影,治疗和整合自我的心理缺失,塑造健康统舍的人格,从而也提升网络文学的健康品位。