技术采纳模型文献的计量分析

技术采纳模型（TAM）是1989年美国学者Davis在理性行为理论（TRA）的基础上,提出的一个专门用于描述用户信息技术采纳和接受行为的模型。本文以CNKI数据库为原始文献来源,对技术采纳模型的相关文献分别从发表年份、刊登期刊、作者合作度、研究领域、研究层次、研究方法、采用变量等方面进行计量分析,为今后的研究和应用奠定基础和提供参考。

Abstract：

Technology Acceptance Model （TAM） is a model proposed by Davis,an American scholar,based on the Theory of Reasoned Action （TRA） in 1989.It’ s a model used specially to describe the information technology adoption and acceptance behavior of the users.Taking the CNKI database as the original literature sources,this paper makes a statistical analysis of the related literatures of TAM from the aspects of publication year,publication journal,author cooperative degree,research field,research level,research method,and variables adopted in an attempt to lay a foundation and provide reference for future research and application.     

接受性学习与探究性学习方式的有效整合

在知识更新慢、延续周期长的背景下,接受性学习可以使人凭经验解决问题。而今,在知识信息大爆炸的时代,教育要适应社会经济加速发展的要求和趋势,就应该使受教育者成为未来的创造者而不是追随者。接受性学习方式固有的局限性突出化,不利于21世纪人才所应具备的最基本素质的培养,所以当前素质教育改革应着眼于在开展有效接受性学习的同时,开展探究性学习。探究性学习方式不仅有利于培养学生的创新能力、实践能力和合作能力,而且有利于培养学生的科学态度和科学道德及对社会的责任感和使命感。探究性学习的开展是个长期的过程,需要学校、社会各方面的共同努力。     

Reflective peer coaching: Crafting collaborative self-assessment in teaching

Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching.     

基于技术接受视角的智慧景区内涵体系与建设策略研究

信息化背景下的智慧景区建设是旅游业改革发展的重要课题。面对智慧景区建设的新形势,技术接受理论为智慧景区研究提供了新的重要视角和理论框架。运用这一理论视角,以旅游者和景区运营者两类应用主体为导向,从基础、平台、构架、功能、价值等层面综合认识了智慧景区的内涵体系,系统分析了智慧景区建设的框架与策略,提出智慧景区建设应围绕游客满意和管理优化的目标,把握重点发展方向,改善信息技术运用,构建立体化的应用和保障体系。     

军校心理服务工作的重要途径——朋辈心理辅导

朋辈心理辅导具有覆盖面广、简便可行、易于见效、发现问题及时的特点。它的特点和优势能够弥补军校专业心理辅导力量的不足,符合学员多层次的需要,也能够有效地提高军校学员的心理健康水平。为了使朋辈心理辅导更好地服务于军校,必须通过招募、甄选、培训、监督等步骤对朋辈辅导员进行科学规范的选拔与培养。     

方令孺对西方诗歌艺术形式的接受

桐城籍女诗人方令孺在诗歌创作中大胆借鉴、移植西方诗体、诗行、韵律和题材。其诗歌体式移植西方十四行诗的变体十六行体,诗行排列选用法国立体派的压行式,韵律借鉴意大利彼特拉克体的抱韵格式,在题材选取上极力模仿英国维多利亚中后期诗人克·罗塞蒂的诗歌。方令孺在诗歌艺术形式上所作的有益尝试,较好地践行了新月派"三美"主张和"理性节制情感"的美学原则。     

形成性评价在英文报刊阅读教学中的实践探讨

英文报刊阅读课程主要针对学生的阅读、翻译和语言综合运用能力进行培养.形成性评价运用于英文报刊阅读课程中,可以通过跟踪学习过程有效整合语言知识技能目标、文化目标和人文素养目标三者的达成度评价,这样不仅能够弥补以书面考试为主的终结性评价方式的不足,而且也有利于充分激发和维持学生的英语学习热情,培养学生的自我评价能力,发挥学生学习的主观能动性,培养学生的思辨能力、自主学习能力、自我管理能力和自我约束能力,在获得成就感的同时增强学习英语的自信心.教学实践证明,在英文报刊阅读教学中采用教师观察、自评互评、学习档案、访谈等形成性评价手段,能够充分尊重学生个体差异和学习优势,提升学习效果.与此同时授课教师可以及时发现英文报刊阅读教学中存在的问题,及时改进教学,提升教学效果.     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.     

张爱玲、苏青比较研究综论

张爱玲和苏青是同时代的作家,写作内容大抵相同,都是世俗的市民生活,但是同中有异。而且可贵的是,两位作家惺惺相惜,作品都受到广大读者的喜爱,在文坛上都有一定的地位,被称为文坛双壁。所以研究者众多,论文成果也很多,但是研究视角偏窄,真正有分量的研究成果并不多。     

The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency

Although the effectiveness of peer review has been examined, few have tested the joint benefits of providing and receiving feedback features and quality in L2 contexts. The present study investigated variation in key features and quality of feedback provided and received by high and low L2 proficiency students and its benefits on revision in the authentic setting of students experiencing both roles of providing and receiving peer feedback in English academic writing. Analyses on two drafts from 50 students, 1356 idea units of anonymous implementable peer feedback and back-evaluation ratings revealed that the combined effect of providing and receiving feedback on revision was prominent for all students. But the bilateral benefits of providing and receiving feedback features were more significant for high proficiency students, while providing feedback features and quality benefited low proficiency students more. The study implies that students need more bilateral training with both providing and receiving feedback.