高校非计算机专业在信息教学中培养学生学习兴趣的方法研究

本文分析了高校非计算机专业信息课的现状,就教学过程中如何培养学生的学习兴趣在教学方法和内容方面提出了一些可行的意见和建议。     

汽车自动识别红绿灯系统设计

本项设计一种电路简单、自动化程度高、安全快捷的红绿灯自动识别装置。介绍了以JN5148芯片为无线传感器网络实现数据无线传输的方法,每个路口的Zigbee端定时向空间发送一个数据包,当车载中的接收端接收到数据包时,便能通过ID字节判断出该数据包指示的是哪个路口的红绿灯信息,然后进行车辆与路口距离的检测并将信息通过OLED显示,从而实现了对红绿灯信息的自动识别。     

基于STM32的太阳能自动寻光系统

文章中系统基于STM32芯片,设计并制作了一个用于精确跟踪太阳并收集能量的系统。系统由STM32F103ZET6最小系统、光信号采集转换卡、追踪太阳部分、电压采集等几部分组成。该系统通过光信号采集转换卡感知太阳位置,同时采用跟踪算法增强稳定性,实现精确跟踪。为了便于携带,整体结构设计为可拆卸的装置。选用了大容量的锂电池作为蓄电池,可以极大的解决当前多种数码产品的充电问题。     

2014年董仲舒研究综述

2014年董仲舒研究取得了丰硕成果,其中不乏上乘佳作。传统问题热点依旧,讨论的深度和广度有所增加;研究更具时代关怀,注重传统文化与现代的结合;学术反思是本年度研究新热点;《衡水学院学报》继续成为董子研究的重要平台。但本年度研究在理论和方法的突破上、海内外董学研究的交流切磋方面有待改善和提高。可以说,2014年是董仲舒研究承前启后、继往开来的一年。     

What's trust got to do with it? The ‘washback effect’ of engagement in the 2020 calculated grades process on teachers' trust and future senior cycle reform in Ireland

In Ireland, the high-stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid-19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re-analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school-based assessment for certification purposes.     

一例雏鸡球虫病的诊治

球虫是养殖生产中的常见病,在禽生产的各个阶段都能感染,给禽生产带来巨大损失。本文主要针对患有球虫疾病的雏鸡的临床症状,剖检特征进行报道,对发病原因进行分析,通过实验室诊断方法确诊,并进行临床诊疗。     

一例雏鸡球虫病的诊治

球虫是养殖生产中的常见病,在禽生产的各个阶段都能感染,给禽生产带来巨大损失。本文主要针对患有球虫疾病的雏鸡的临床症状,剖检特征进行报道,对发病原因进行分析,通过实验室诊断方法确诊,并进行临床诊疗。     

浅谈在思想政治工作中发挥群体规范的作用

群体规范具有一种公认的社会力量,在功能上与思想政治工作具有很大的一致性。为了有效开展思想政治工作,需要开发和运用群体规范理论,积极发挥群体规范作用,以构建完善的群体制度约束人,以树立高尚的群体新风引导人,以宣传正确的群体舆论监督人,以创建优秀的群体文化凝聚人。     

四-六年级儿童在数学测验自阅卷情境中的说谎行为研究

为探讨四-六年级儿童说谎行为及其与家庭教养方式之间的关系,选取小学四-六年级共6个班儿童为被试,采用自编数学测验和家庭教养方式问卷为实验材料,在自阅卷情境中了解四-六年级儿童说谎行为的差异,并探讨其与家庭教养方式之间的关系。结果显示:四-六年级的儿童对考试说谎行为的认知和判断已经基本形成;在影响儿童考试说谎行为的三个因素上,自阅卷情境对四、五年级儿童的说谎行为并不存在显著影响,对六年级的儿童有显著影响。五年级或许是影响儿童说谎因素发展的一个关键期或转折点;家庭教养方式的不同因子对儿童说谎行为的影响有所不同。父亲教养方式中的惩罚严厉或是拒绝否认,以及母亲的家庭教养方式中的过分干涉和过分保护,或是不偏爱儿童,都更容易导致儿童说谎行为的发生。     

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.