世纪中国报刊体育新闻语言质感冲击力解读

通过实证,从报刊体育报道的标题、正文出发,探讨体育报道里体育术语的运用、体育用语与其它领域用语的融合与渗透以及体育新闻报道其它词汇现象等。目的是发现体育新闻报道里词语的发展变化,为体育新闻报道鲜活的语言提供借鉴。     

论我国刑事诉讼非法证据排除规则的构建

随着法治观念的渗透,刑事诉讼中的非法证据排除规则受到了越来越多的重视。立足于非法证据排除规则在我国的实际状况,从非法证据排除规则对保障人权的价值出发,分析了在我国建立非法证据规则需要正视的问题,进而探讨了在我国建立完善的非法证据规则应当确保的措施。     

Assessing approaches to learning with nonparametric multidimensional scaling

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.

Practitioner notes

What is already known about this topic

• Educational game play has been demonstrated to positively affect learning performance and learning persistence.
• Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
• Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
• Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.

What this paper adds

• To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
• An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.

Implications for practice and policy

• The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.