高师院校职业指导模式

本文探讨了高师院校毕业生就业和发展的职业指导模式。表明：职业指导应以有利于学生的终生发展为宗旨,贯穿于整个大学学习和生活之中,并实现专业化。     

多层递阶回归方法在地下水资源评价中的应用——以吉林中部平原区德惠市为例

地下水资源是具有时空动态变化的系统,以往用于地下水位预测和资源计算的数理统计方法均为固定参数模型,不免影响了计算结果的可靠性。而多层递阶回归方法是针对时空动态系统而言的,它摒弃了数理统计方法中的固定参数预报模型,模型中的系统参数是随时空变化的,是建立在将预报对象(如地下水位)作为随机动态时变系统的基础之上的。它首先进行动态系统的时空参数预报,然后在此基础之上进行系统状态的预报,从而提高了预测结果的可靠性。该方法对计算含水层的水文地质参数和边界条件无严格要求,只要求地下水水位、开采量与降水量等补给量的多年统计资料,因此非常适用于水文地质条件复杂又有地下水长系列动态观测资料的地下水开发区。本文以吉林中部平原区德惠市为例,阐明了该方法的运用过程。     

基于Web的学位与研究生教育管理信息系统研究与开发

根据研究生教育管理的特点,以研究生培养流程为信息流主线,设计了研究生教育管理系统的各功能模块,实现了信息的集中管理与多方共享,提高了管理工作效率。     

Portfolios in First Grade: Four Teachers Learn to Use Alternative Assessment

Educational assessment is experiencing significant changes which affect classroom practices. This article describes an in-depth qualitative study of the implementation of portfolio assessment by four first grade teachers. Creative activities and valuable insights were given by these teachers which allow for successful implementation of portfolios in the classroom. These teachers found three major benefits of portfolios: (1) a means of communicating more effectively with families, (2) a tool to motivate, encourage, and instruct students in the skills of self-assessment, and (3) a mechanism to monitor and improve their own instruction in the classroom.     

普通高校大学生体育能力现状及其培养对策的研究

运用文献资料法、调查访问法、数理统计法等多种方法,通过对全国１６所高校的７４２名大学生和１２ 所高校的９５名专家进行调查,对大学生体育能力的概念、特征进行了理论分析,构建了以体育认识能力、身体运动能力、科学锻炼能力、体育适应能力、锻炼评价能力为主因素的体育能力结构系统。并对当前大学生体育能力的现状进行了实证研究,在此基础上提出了培养大学生体育能力的若干对策与建议。     

高新技术产业风险投资的期权特征与经济评价

高新技术产业风险投资作为一种新型的投融资体制,蕴育着极大风险。在选择项目时,投资者不仅要考虑项目的技术风险,而且要对项目的市场风险做出全面的评估。基于未来现金流现值期望的评价方法是目前被普遍采用的方法,然而这种方法忽视了投资时机的最优选择问题。对此,本文引入美式期权定价模型,从一个全新的视角,构建了竞争市场中投资项目经济风险的评价模型。     

Memories of math: Narrative predictors of math affect,math motivation,and future math plans

This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed.     

Obtaining secondary students’ perceptions of instructional quality: Two-level structure and measurement invariance

Students' perceptions of instructional quality have become an important information source for teachers' professional development. This requires knowledge of the structure of these perceptions, their validity, and generalizability. To this end, we conducted a study with 15,005 German 512 grade students from 690 classrooms in three different school types and three different grade levels. Assuming three basic dimensions of instructional quality with 7 facets, we investigated the factorial structure of students' perceptions with two-level confirmatory factor analyses as well as their generalizability with two-level measurement invariance analyses. Our results confirmed the postulated factorial structure and strict invariance across subject groups, school types, and grade levels. We confirmed the same structure in teachers' assessments of their instructional quality that were positively correlated with the students' assessments. As such, these findings shed light on the structure, validity, and generalizability of students’ perceptions of instructional quality.     

哈萨克斯坦ECAQA学生参与高校教育质量保障研究

大学生作为高等教育最直接的体验者、最密切的利益相关者,在高校教育质量保障中理应拥有一席之地。哈萨克斯坦欧亚高等教育卫生健康认证与质量保障中心（ECAQA）组织学生从评估标准制定、高校外部教育质量保障、高校内部教育质量保障三方面参与高校教育质量评估,具有以开放多元的学生视角扩宽评估维度等特点,体现了“以学生为本”与“学生主体意识”的现代教育理念,这为我国高校质量评估提供了学习的案例。首先,源头保障学生参与;其次,提高学生参与效能;第三,扩展学生评估高校的维度;最后,畅通学生参与路径。     

利益相关者视角下大数据技术驱动 高校学生评教改革研究

学生评教是我国高校教学管理和质量控制的普遍手段,但是正面临着诸多批评和挑战。根据利益相关者理论可以发现,学生、教师和管理者在学生评教过程中的利益诉求决定了其参加评教的行为选择,进而决定了学生评教制度的运行绩效。大数据技术能够高效批量处理多类型海量数据,精确分析学生评教数据,在学生评教过程中的应用场景非常广泛。基于大数据的评教系统不但允许学生、教师和管理者真实地表达和追求自己的利益诉求,而且可以通过约束利益相关者的机会主义行为来提高学生评教的效度。我国高校应该积极推进大数据技术在学生评教过程中的运用,推动大数据技术与本科教学质量控制的深度融合。