邓小平与中苏论战

邓小平参与了中苏论战的决策、辩论和文稿的起草,也是了结中苏论战的设计者和实现者。中苏论战对邓小平关于要在实践中不断丰富和发展马克思主义;尊重各国党和人民自己的道路选择;客观地评价领袖人物的历史功过等思想的形成,探索建设中国特色的社会主义道路产生了深远影响。     

浅谈邓小平理论对毛泽东思想的继承和发展

毛泽东思想、邓小平理论都是马克思主义基本原理与中国具体实际相结合的理论成果，是一脉相承的科学体系。邓小平理论在多方面继承和发展了毛泽东思想，成为指导中国当代改革开放和社会主义现代化建设的强大思想武器。     

对企业内部审计几个问题的思考

随着现代企业制度的建立、健全和完善,内部审计的理论框架需要重构,内部审计的业务范围需要拓广。因而对于内部审计在企业中的身份、内部审计的职能、内部审计的人际关系等问题的研究又重新成为理论热点。     

论作者与著作权人的利益调整及其界限

作者与著作权人不是同一人的情况下,作者与著作权人产生分化。大陆法系和英美法系的两大法律思潮对作者和著作权之间的利益调整产生着一定的影响。在当今强化著作权保护的前提背景下,考虑著作权人与作品使用者之间的利益调整问题之前,需再次从著作权法的原点出发,将作者和著作权人的关系重新进行审视。     

思想政治理论课“移动课堂”教学模式探索——以《毛泽东思想和中国特色社会主义理论体系概论》为例

思想政治理论课"移动课堂",是安徽科技学院《毛泽东思想和中国特色社会主义理论体系概论》课程率先探索的教学新模式。本文阐释了该课程引入"移动课堂"教学的必要性和重要性,分析了教师在该模式教学设计上需要重点把握的环节与其实施效果。     

分众分类系统中的用户行为研究

分众分类法Folksonomy作为一种平民分类法是Web 2.0时代的重要产物,为网络知识的组织和共享提供了一个良好的途径。分众分类系统中,用户通过标签Ta g对网络资源进行标注,标签特征一定程度上反映了用户的行为特征,因此文章首先通过对用户标签的统计分析,总结用户的标签特征,然后分别从标注动机、用户认知和社会认同角度对用户行为进行研究,最后根据用户的网络行为建立用户兴趣模型。     

Testing interest and self-efficacy as predictors of academic self-regulation and achievement

We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables.     

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

A model of teaching/learning is proposed based on a ‘problem-based structure’ of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.     

Exploring the Development of College Students' Situational Interest in Learning Science

This quasi-experimental study explores how student cumulative situational interest, short-term preference generated by particular conditions such as novel experiences can be developed into better individual interest, an enduring predisposition to engage in certain activity such as chemistry lessons. A continuous intervention of integrating novelty and aesthetic experience into teaching was used for the experimental group (n?=?64) while another class of 105 students studying another course of physical science without the intervention of novelty and aesthetics served as a comparison group. The analysis of covariance comparing the two group students' pre- and post-test perceptions of learning science revealed that the experimental group outperformed the comparison group in their perceptions of interest, enjoyment, and aesthetics. The weekly assessment of student situational interest indicated that the experimental group students' situational interests were well maintained by two leading learning activities: demonstrations and hands-on experiments with novelty and aesthetic experience. The above results provide empirical evidence to support the theory of interest development, which proposes that the development goes through a cumulative and progressive procedure.     

终身体育动机、兴趣、习惯和能力的培养

应用动机理论分析了人的终身体育动机及终身体育的兴趣、习惯和能力的培养问题,并分析了它们在引起和维持人们进行终身体育实践和接受体育指导方面所起的重要作用,讨论了在培养终身体育动机及终身体育兴趣、习惯、能力中应注意的方面．