异地中考政策的区域差异及思考 ——基于60个城市的政策文本分析

本文构建了异地中考政策评价指标体系,以60个城市异地中考相关政策文件为基础,采用层次分析和加权求和等方法对异地中考政策的区域差异进行了分析。研究发现:60个城市的异地中考政策总体较为宽松,但区域差异明显;北京、天津、上海的异地中考政策限制条件较多;东部地区、华南地区的教育资源紧张,教育供需矛盾较大。要做好流动人口随迁子女的异地中考工作,应从以下几个方面努力:一是调整以户籍为限定条件的升学考试制度与录取制度,建立以学籍为基数的动态调整机制;二是将随迁子女纳入流入城市的教育发展规划中去;三是加强流入与流出地教育政策之间的衔接,保障流动人口随迁子女的升学与录取工作。     

最优问题的梯度神经网络的稳定性

研究了一类最优问题的求解。利用其梯度神经网络，得到了求解最优问题解的简单易行的方法，同时给出了判定最优问题解存在的一些充分条件。     

前提触发语在听力理解中的作用

语用预设是语言交际中语句未直接表达出来但却隐含着的,即预先设定的语言及语言背景知识.语用预设是通过前提触发语获得,学生掌握前提触发语在听力理解中的作用,将有助于他们更加准确地理解和分析听力的内容; 教师将语用预设知识及前提触发语贯穿于听力教学过程中,将有助于培养学生的语言推理能力,提高学生的听力理解水平.     

Developing deep group reflection within a Critical Reflection Action Learning set

This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty.     

Perceived stress,executive function,perceived stress regulation,and behavioral outcomes of adolescents with and without significant behavior problems

Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.     

英语听力课教学初探

本文主要阐述为提高英语听力教学应处理好几个方面的问题，总结出强化基础训练，了解背景知识，精听和泛听结合是提高英语听力的主要方法。     

精准扶贫定量化考核指标之实证化分析——以广东紫金县九和镇扶贫样板村为例

通过紫金县九和镇扶贫样板村实地精准扶贫的数据调研,选取扶贫户识别数、农户收入、高校录取人数、帮扶资金投入、老人新农保参保率等五项量化指标展开分析,指出了当前精准扶贫中尚存在的问题,并针对上述调研结果有针对性地提出了改进措施,为今后更有效地展开精准扶贫工作提供了帮助。     

互联网环境下探究式教学模式在英语“听读写”教学中的应用研究

文章以中等职业学校英语课程听读写教学为实例,研究如何在互联网环境下实施听读写探究式教学模式。文章从探究式和教学过程最优化出发,结合中职英语课程本身特点,提出发挥学生自主探究,培养学生自主和终身学习能力,全面提高课堂“听”“读”“写”教学效率的教学模式,旨在为在互联网时代提高中职英语教学探索有益的途径。     

浅析高校实验室管理中存在的问题及对策

通过对目前高校实验室管理体制和实验室仪器、人员、资金管理等方面存在问题的剖析，提出了加强高校实验室建设和管理的对策与建议。     

专科新生心理问题的成因及对策

根据某校2002级1259位专科新生的人格健康状况调查结果，对专科新生产生的心理问题的原因进行分析，并提出相应的建议和对策。