Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.     

Shaping global teacher identity in a short-term mobility programme

This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.     

试论当前我国扶贫的形势和对策

本文分析了我国当前扶贫工作的形势，提出扶贫工作的四个阶段，重点阐明了第四阶段的八项措施，指明当前扶贫工作中存在的主要问题。并提出尽快制定扶贫规划的建议。     

无线短信通信系统的设计与实现

探讨了GSM网络的短信服务功能,分析了短信服务的基本体系结构,阐述了GSM短信数传功能在车辆定位与导航领域的作用及其实现。     

The power of the ‘object’ to influence teacher induction outcomes

In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.     

有限参与人的斯坦克尔伯格寡头竞争模型求解

子博弈精炼纳什均衡是完全信息动态博弈的基本概念,就如同纳什均衡是完全信息静态博弈的地位一样.通过逆向归纳法给出3人斯坦克尔伯格寡头竞争模型的子博弈精炼纳什均衡及均衡结果,并将其推广到有限参与人的斯坦克尔伯格寡头竞争模型.     

培根式归纳及其争论

培根式归纳作为一种科学方法通常被认为具有如下特点：1．以大量经验事实为基础;2．渐进式获得普遍性逐步上升的结论;3．“忽视”观念、猜想或假说的作用。针对培根式归纳的这些特点,穆勒、耶芳斯和波普尔等人对其进行了批评,而惠威尔、内尔和莱欣巴赫等人则为之进行了辩护。讨论这一争论目的在于更为清楚地认识培根式归纳的特征、作用和局限。     

数学归纳法的理论基础

数学归纳法是解决与自然数有关命题的一种行之有效的方法。本文从数学归纳法的整体结构出发,对数学归纳法的发现发展历程、基本原理及常见形式进行了分析总结。     

勤工助学视角下高校贫困生综合素质的培养

从政策、社会、高校、家庭、自身因素等5个方面分析高校贫困生在综合素质发展方面存在的障碍,并在分析勤工助学对培养高校贫困生综合素质功能的基础上,提出通过构建一个平台,注重两个结合,开拓三个渠道,强化四个体系来完善勤工助学管理体系,全面推动高校贫困生综合素质提升。     

陆机文的特质

陆机"不能持事"的性格与强烈的事功意志之间的内在矛盾,在其入洛之后的感物念故的题材书写中,不仅没有弱化陆文的表现力,而且构成陆文特质的重要方面。陆机奉行两汉儒家旧贯之精神,在体物观览、察时变化、应感触类上,理在物先,呈现出某种机械反应论特点,而作为个体的主体性并不明显。陆文的情感抒发不是高扬情志,迥异于魏晋"尚尚文辞""重智术"一派。陆机是儒门从经术到文章转变的重要一环,它上承蔡邕、王粲,下开杜甫,在文的情理结构、表达方式及文辞文律等方面,做了有益探索。