基于细观结构有限元模型的环氧沥青混合料间接拉伸试验研究

运用有限元方法建立环氧沥青混合料细观结构模型,对其间接拉伸试验(IDT)进行数值模拟.首先借助图像处理技术得到由集料和沥青砂浆组成的环氧沥青混合料二相细观结构,并通过蠕变试验获取沥青砂浆常温下的黏弹性材料参数,最后结合有限元手段建立包含集料、砂浆等在内的混合料细观结构有限元模型.数值模拟结果表明,有限元计算的混合料劲度...     

关于小组讨论形式口语考试的概化研究

小组讨论形式的口语考试既可以提高考试的效率,又能考到总结谈话等面试考试所考不到的谈话管理能力,所以被认为是可以应用在一般教学环境中的有效的口语考试方式。文章利用概化理论对小组讨论形式口语考试的总体信度进行了实证考察,考察结果表明小组讨论形式口语考试有可能被接受的信度。同时,为了最大限度地节省考试的时间和人力等资源,文章研究通过概化理论的D研究在保证考试信度的基础上科学地削减了分项评价项目的个数。     

大学生体质与健康标准测试数据结果分析

采用测试法、文献资料法和数理统计法,对宁德范学院大学生体质健康标准测试数据进行分析与研究．结果表明：学生的体质健康状况不容乐观,身体形态发育水平中较轻体重人数占相当比例,影响学生身体机能和素质发展,肺活水平较差,心血管和呼吸系统功能及肌肉耐力呈下降趋势,各项素质能力有待提高．为此,学校应更新教学理念,深化体育教学改革和贯彻落实《国家学生体质健康标准》,提商学生的体质健康．     

Ego depletion negatively affects knowledge retrieval in secondary school students

In the present study, we tested the assumption that performance in a knowledge retrieval test would be lower in secondary school students with temporarily depleted self-control strength (n = 53) compared to secondary school students with temporarily available self-control strength (n = 56). After manipulating self-control strength, students were instructed to memorise the names and the functions of the human eye and to recall as many names and functions as possible following a one-min distraction task. The results supported our assumptions, as students with depleted self-control strength performed significantly worse in the knowledge retrieval task compared to students whose self-control strength had not been temporarily depleted. The results suggest that depleted self-control strength may negatively affect academic performance and hinder a successful academic career. The theoretical and practical implications of these findings are discussed.     

A journey from the classroom to the world of educational reform: a study of three Korean teachers’ practitioner inquiry

This article explores three Korean teachers’ experiences of carrying out practitioner inquiry as a means of providing meaningful teaching under the test-centred schooling regime in Korea. Practitioner inquiry is a concept that includes multiple genres of educational research such as action research, teacher research, and self-study that aim to change practitioners’ individual practice and, ultimately, the schooling in a society. Based on the analysis of qualitative data, the researcher found that teachers developed their knowledge and expertise in their specific areas of interest and developed strong motivations for transforming the education system. However, their inquiry was limited in practice due to the imposition of test preparation and a prescribed national curriculum. As a result, greater collaboration among practitioners, which not just involves teachers, but wider entities such as administrators, policy makers, and researchers, is required to challenge the current unjust system.     

Exploring Self-Efficacy among Entry-Level and Advanced BSW Students

This study compared a sample of entry-level and advanced BSW students, who completed pretest and posttest self-efficacy measures, to assess their level of confidence in performing social work tasks after 15 weeks of instruction. By the end of the semester, only advanced students made significant gains in self-efficacy beliefs, and they showed a significantly higher self-efficacy belief than entry-level students. Results suggest that increased mastery experiences, as found in the advanced social work curriculum, may help students develop confidence in their ability to practice as professional social workers.     

The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties.     

Measuring scientific reasoning – a review of test instruments

Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance.     

The relationship of deep and surface study approaches on factual and applied test‐bank multiple‐choice question performance

With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher‐generated multiple‐choice question (MCQ) exams in their courses. Multiple‐choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined the influence student study approaches have on performance of shallow compared to deep, cognitive process outcomes measured by scores on factual versus application MCQ test bank questions respectively. Fifty‐six introduction to psychology students, aged 18–52 years, completed a modified version of the Revised Two‐Factor Study Process Questionnaire (R‐SPQ‐2F) to access deep or surface study approaches. Mid‐term and final exam MCQ were equally divided between factual and application questions from the textbook publisher test bank. Overall, students performed significantly better on factual MCQ, with older students achieving higher factual and applied scores. Results suggest younger students tend to use a surface approach to study, with reproduction of what was taught to meet minimum requirements. With age statistically controlled, analyses demonstrated that the surface learning approach negatively impacts MCQ performance on questions categorised as factual and applied more than a deep learning approach benefits MCQ performance.     

当前高考命题改革首要关注的若干问题研究

高考命题万众瞩目、影响深刻。在高考命题体制形成多元化的格局下,命题质量管理日益重要。研究表明,我国高考命题仍然存在许多问题,比如缺乏国家教育考试命题质量标准;高考命题不够重视正确的教育导向;高考命题缺乏具体、明确和完整的科目考试标准;高考题目编写或题型设计存在一些非科学倾向、不良性题目;等等。为提高我国高考的命题质量,维护高考的科学性和公平性,当前高考改革首要关注高考命题基本制度建设、命题质量标准建设、科目考试标准建设、命题质量监控机制建设以及命题资源、命题人员与命题审核评价专家队伍等方面的建设。