改革开放30年来中国高职教育的主要成就

改革开放30年来，我国高等职业教育从无到有、从小到大，经历了由缓慢到快速的发展过程，取得了巨大成绩。其发展成就主要表现在社会地位的确立、高等职业教育体系的形成、教育类型的确立、可持续发展能力的增强、发展思路的清晰等方面。     

Are the Measurements of Attention Allocation and Perceived Exertion Trustworthy?

Two studies examined the trustworthiness of commonly used measurement scales for ratings of perceived exertion (RPE) and state attentional focus (SAF) during exercise. In Study 1, participants (N = 24, 14 female) performed a treadmill graded-exercise test. The order of scale presentation during the task was manipulated (i.e., RPE followed by SAF or vice versa). In Study 2 the same order manipulation was used while participants (N = 70, 36 female) performed a stepping task for three consecutive trials. Additionally, time intervals between scale presentations were manipulated (i.e., 30 sec, 60 sec, or 90 sec) and counterbalanced between trials. Non-significant order effects of RPE and SAF emerged in both studies; however, a more frequent presentation of the two scales (30 sec and 60 sec) yielded higher RPE scores and increased associative attentional focus than a less frequent presentation (90 sec). The authors recommend minimizing measurement interruptions during the measurement process.     

Motivational and cognitive test-taking strategies and their influence on test performance in mathematics

A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory.     

付出回报不平衡、职业倦怠、健康之间的关系综述

付出回报不平衡模型来源于社会医学的研究,强调工作中付出和回报的结构,直到最近几年,该模型被用于职业倦怠的研究。职业倦怠是个体长期处于工作压力的结果,许多研究者都从＂压力—职业倦怠＂关系研究职业倦怠和健康的关系。工作中付出回报不平衡产生个体的不公平感导致个体压力,压力导致职业倦怠,这种倦怠的状态又导致个体各种健康问题。因此,付出回报不平衡、职业倦怠和健康之间可能存在联系。     

远程教育应把培养学生"活的能力"放在重要位置 ——从开放教育毕业生追踪调查探讨成人学生的能力培养

通过对开放教育毕业生的系统、规范的调查,发现毕业生在解决实际问题,尤其是创新能力素质等方面普遍存在着欠缺。应把培养学生“活的能力”作为开放素质教育的核心的观点,分析了“活的能力”的特征并具体阐述了教育教学中如何培养“活的能力”的着力点和实施策略等进行了思考。     

考虑CSR与质量努力的闭环供应链决策研究

为减少消费者对再造品质量水平的质疑,促进再造品销售,本文构建了有无零售商企业社会责任与制造商质量努力的四个闭环供应链模型,运用stackelberg博弈与逆向归纳法求出均衡解,通过对比、算例仿真各均衡结果探讨其对闭环供应链利润、价格等因素的影响,并提出相应对策。研究表明：（1）制造商质量努力能够扩大再造品的市场份额及产品的市场规模。一定范围内的质量努力能够使闭环供应链各方均获益。（2）零售商履行企业社会责任能够提升企业品牌形象,扩大产品的市场规模,使制造商、闭环供应链系统及社会福利获益。（3）一定范围内的质量努力能够缓解零售商履行企业社会责任的利益损失,因此,制造商质量努力与零售商企业社会责任相结合是可以改善再造品销售难问题的有效对策。     

科技期刊质量评估的二次相对评价方法

为解决目前科技期刊质量评估指标体系和评价方法不能充分反映出各期刊社和编辑工作者的有效主观努力程度的问题，提出一种评估科技期刊的二次相对评价方法。该方法将期刊以往状态的评价结果作为各期刊社基础条件的一种度量，再运用数据包络分析方法测算出它们的二次相对评价值。这样的评价结果能够定量测算出各期刊社和编辑工作者在期刊编辑活动中的有效主观努力程度。     

论新时期以来的浩然小说创作

新时期以来,浩然可谓“两条腿走路”,一是用新作品显示“真实品德和新生”,从《山水情》到《苍生》奋起直追,创作了一系列中长篇小说。这些小说,做了有保留的反思,在其50-70年代小说创作的“常”与“变”中徘徊着前进,也不乏小说式精神自传色彩。一是创作自传体小说,“把自己说清楚”。这些小说具有很高的社会史料价值和文学审美价值。新时期以来的浩然小说创作,可谓为霞尚满天,应引起我们重视。     

Effort is virtuous: teacher preferences of pupil effort,ability and grading in physical education

Based on contemporary psychological approaches to attribution and emotions, this paper reports on three groups of pre‐ and inservice teachers and their preferences for different grading criteria for pupils based on the amount of effort and ability displayed in physical education. Consistent with our hypothesis derived from social psychological theories of social emotion, we found a clear preference for working with pupils who show effort. Two primary education student samples preferred students to achieve success in PE through effort rather than ability, whereas a sample of secondary PE teachers had a slight preference for high effort and high ability. This confirms other attributional research where ‘effort is virtuous’. As far as grading procedures were concerned, all three groups preferred to use pupil progress and effort the most. Scores on physical fitness tests and the performance of pupils relative to others were the least preferred options. Effort‐based grading procedures were correlated with a preference for pupils who showed high effort. All groups showed a preference to work with pupils who try hard and to grade them on this, as well as personal progress. There was little desire to assess pupils normatively.     

Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial

Considering the convincing evidence that executive functions predict academic achievement significantly, strategies to foster executive functions in the early school years are highly requested. Besides traditional cognitive training, combined physical and cognitive interventions are intended to be a feasible way of enhancing both children’s daily physical activity and executive functions. The purpose of the present study was therefore to test the effectiveness of a six-week combined physical-cognitive intervention, and to compare it to both a sedentary cognitive intervention and a waitlist control group. Using a between-subjects experimental design, 189 children aged between four and six years (M = 5.34, SD = 0.59) were recruited from 14 kindergarten classes, which were randomly assigned to one of three experimental conditions: (a) combined physical and cognitive training, (b) sedentary cognitive training or (c) waitlist control group. Before and after the interventions, all three core executive functions of updating, inhibition and shifting were measured. Physical activity was objectively measured using accelerometers during one intervention session. Linear mixed models revealed that children from both the combined physical-cognitive and the sedentary cognitive intervention improved their updating performance compared to the children of the control group. Inhibition and shifting remained unaffected by both interventions. With respect to children’s daily physical activity, linear mixed models showed that only the combined physical-cognitive intervention could significantly increase the amount of step counts. The results underline the feasibility of combined physical-cognitive interventions to enhance children’s daily physical activity and their cognitive performance.