基于研究性学习下的《高等代数选讲》课程建设与改革

本文首先从课程内容与体系、教学方法与手段、教学评价三个方面讨论了《高等代数选讲》课程建设与改革;其次,从教学内容与实践性教学环节两个方面讨论了《高等代数》教学改革问题。在课程改革中,把培养学生研究性学习能力作为检验该课程改革是否取得成效的重要标志,不仅突出了课程建设特色与内涵,而且有益于培养学生的自主学习与创新能力。     

Category learning judgments in the classroom: Can students judge how well they know course topics?

A category learning judgment (CLJ) involves judging one’s learning or performance for a given topic or category. The present study was the first to investigate CLJs in a classroom, where students’ judgments of how well they have learned topics may be particularly relevant for guiding their study decisions. In an undergraduate statistics class, students predicted their performance on six different exam topics, as well as predicting their global exam performance, for each exam during the semester. Regarding the absolute accuracy of CLJs, we observed slight overestimation (bias), substantial deviation from accuracy (absolute bias), and little improvement across exams. Students’ CLJs varied among topics, but they were less variable than actual topic performance and were poor at discriminating well-learned from poorly-learned topics (i.e., low relative accuracy). We examined two factors predictive of CLJ accuracy: topic difficulty and student mastery of the topics. Regarding topic difficulty, a hard-easy effect was observed, such that more difficult topics produced greater overestimation and easier topics produced more underestimation. A hard-easy effect also extended to absolute bias: difficult topics produced larger deviations from accuracy than easy topics did. Regarding student mastery of topics, we found that lower mastery predicted CLJ overestimation and higher mastery predicted CLJ underestimation. Lower mastery was also associated with larger absolute bias. Compared to global judgments, CLJs were less accurate, although students were more confident in their CLJs. In sum, developing methods to improve the accuracy of CLJs in classrooms is an important direction for future research.     

从昂萨格对杨振宁的学术影响看科研选题

昂萨格影响了杨振宁求解出伊辛模型的自发磁化强度、证明单位圆定理、提出非对角长程有序的概念和杨-巴克斯特方程。透视这一历程,启示有二:第一,科研选题不应轻视其小,只要与学科的基本现象或问题、基本定律相关,小题目的解决可能引发系列问题,进而导致大的进步甚至革命性突破。第二,具备深刻的洞察力才能找到好的问题,而洞察力的培养离不开理论积累与实践工作。理论积累意味着深厚的理论功底和宽宏的理论视野;演算、推导是理论性学科不可或缺的实践性工作。     

对科技论文写作规范化的几点认识

针对科技论文写作中存在的问题，提出了科技论文写作的规范化问题，并对科技论文的写作要求作了介绍。     

开发与整合：选题策划的基本思路

选题策划居于出版社业务环节的龙头位置,其基本思路是开发与整合,但随着文化的进步与社会的发展,编辑们要不断拓宽、丰富开发与整合的途径、手段。选题策划是出版社追求双效的利器,也是编辑追求个人价值的体现,更是社会实现文化传承的保证。     

1981-2020年我国高校图书馆现代化服务研究文献计量分析

根据中国知网18种图书情报领域核心期刊近40年的文献数据信息,通过领域专家构建高校图书馆现代化服务研究的重要关键词,以作者提供的关键词为主,同时利用知识图谱工具从题目和摘要中抽取重要关键词作为补充,绘制该领域的关键词共现网络图,并以技术发展脉络为主要依据,结合国家发展大局,将40年划分为4个不同时期,对每个时期的热点研究主题、主要发文机构以及作者等情况进行分析,最后总结该领域近40年来的研究规律,并对领域发展进行展望。     

《高等代数选讲》课程建设与实践

围绕《高等代数选讲》的课程内容与课程体系、教学方法与手段、教学评价与考试等课程建设,介绍基于主体教学模式与研究性学习的《高等代数选讲》课程建设的实践尝试。它一方面丰富了数学类专业的课程建设,另一方面也有益于培养学生研究性学习的习惯与创新能力。     

Debates Come to the United Kingdom: A Functional Analysis of the 2010 British Prime Minister Election Debates

The year 2010 ushered in the first ever televised leaders' debates for the Prime Minister of Britain. Incumbent Gordon Brown (Labor), David Cameron (Conservative) and Nick Clegg (Liberal Democrat) participated in three debates in the run up to the May elections. Millions of voters watched these debates. These messages merit scholarly attention as the first ever debates in this country. This study applies the Functional Theory of Political Campaign Discourse to investigate the functions (acclaims, attacks, and defenses), topics (policy and character, along with the 3 forms of each topic), and target of attack. Acclaims were the most common function and defenses the least common; policy was discussed more often than character. The 2 front-runners (Brown and Cameron) were the targets of more attacks than the trailing candidate (Clegg). Brown, the incumbent, acclaimed more, and attacked less, than the two challengers.     

在线论坛中学习者兴趣与行为主题联合建模研究

在线论坛中的文本大数据,能够在一定程度体现学习者的个人情感与知识建构水平,对其进行深入挖掘能为个性化教学提供参考与依据。针对教育文本挖掘现有研究对兴趣和行为进行孤立分析的现状,将学习者潜在的兴趣主题和行为倾向纳入主题模型,构建了融合行为-情感-主题-时间的潜在语义分析模型,即BETTM(Behavior-Emotion-Time-Topic Model),以致力于挖掘四者之间的潜在关系。基于华中地区某高校开设课程的在线论坛数据,通过挖掘学习者在整个教学周期中的兴趣主题与行为倾向,探究二者与学习成绩的关系,以及二者随时间变化的规律。结果表明:(1)有关资源查找和组内成员之间交互的主题,对学习成绩有显著正向作用;(2)教学作品完成过程中学习者的信息发布行为,对学习成绩有正向影响作用;(3)兴趣主题和行为倾向联合后的12类行为分布,对学习成绩没有显著影响;(4)在时间上,前期学习者倾向于对资料进行查找与整合以及分配任务,中期则关注彼此的交互和个人观点的表达,后期更侧重于对作品修改和完善,以及对自己和他人在整个讨论过程中表现进行评价。研究所提出的模型,为在线论坛中学习者兴趣与行为主题挖掘、分析与预测,提供了参考和依据。