多目标博弈的良定性

引入了新的多目标博弈良定的定义,应用有限理性模型M研究了多目标博弈的良定性,给出了多目标博弈良定的充分条件.     

论自言自语在幼儿心理发展中的作用

幼儿的自言自语是其思维由外部出声思维向内部抽象逻辑思维转化的一个重要阶段。幼儿的自言自语主要表现为“游戏语言”与“问题语言”两种形式,如果能充分利用“游戏语言”与“问题语言”则会较好地促进幼儿心理的健康发展。     

Online scheduling of two type parallel jobs on identical machines

In this paper we consider an online scheduling of parallel jobs with preemption on identical machines, where jobs arrive over time. The objective is to minimize the makespan. For the problem that jobs have only two possible widths mj = 1 or m, we present an optimal online algorithm by using ＂temporary schedule＂.     

网络游戏中的心理奖励机制与游戏过度的防治策略

网络游戏设计者运用心理学原理设计的一系列游戏,使玩者获得认知情感需要满足,使许多大学生沉迷其中,严重损害其心理健康。呼吁大学生积极参加社会活动,摆脱网络虚拟世界的损害,使自我获得健康发展。     

论网络消费合同的法律适用

网络时代的日新月异和网上消费的日益普及,给消费者权益保护带来了新的挑战。传统的国际私法规则仍可适用于网络消费领域。网络消费合同适用有限制的当事人＂意思自治＂原则、最密切联系原则和特征性履行原则,各国立法与实践正不断发展和完善网络消费的法律适用规则,以保护当事人的正当利益预期,促进国际消费者保护统一进程。在网络消费合同形式方面,应对网络消费合同的形式要件适用合同的准据法;对于其实质方面,则需灵活适用最密切联系原则,以期能够寻求灵活、多元、更具有针对性的法律适用原则。     

中小企业信用担保中的博弈信息分析

中小企业已经成为我国经济发展中最活跃和最具成长潜力的重要组成部分,但其发展的现实环境并不宽松,融资难已成为制约中小企业发展的最大障碍和＂瓶颈＂,从理论上研究中小企业融资难的内在机理对于解决中小企业融资问题具有重要的理论意义。在现有研究文献的基础上,结合中小企业的融资特点,利用博弈论方法,建立恰当的数学模型,对信用担保条件下的中小企业融资问题进行了深入、系统的研究,对引入信用担保机制后中小企业与银行之间的均衡选择决策进行了探讨,阐明了信用担保机制在解决中小企业融资难问题中的内在机理,最后提出了相关的政策建议。     

游戏对象模型GOM及其对教育游戏设计的启示

文章从教育游戏中教育性与娱乐性二者的辩证关系出发,分析了采用面向对象设计思想的游戏对象模型GOM中的对象及其属性与关系,进一步从建构主义视角阐述模型设计的教育理论基础,并给出运用游戏对象模型GOM进行教育游戏设计的三个策略建议.     

中小学教师教育技术能力培训:基于网络学习共同体的实践

当前我国中小学教师教育技术能力培训实践中存在四个突出问题:不利于情感分享和能力培养、学员的学习兴趣不高、后续跟踪指导和支持比较薄弱、缺乏促进群体共同发展的培训机制。网络学习共同体作为一种基于网络技术的虚拟学习环境,对教育技术能力培训具有重要的应用价值。结合培训实践,文章对基于网络学习共同体的中小学教师教育技术能力培训的模式和过程进行了研究和探索,并对培训过程进行了总结和反思。     

在线考试系统试题文件的下载和考试结果的上传

针对office在线考试,介绍了如何将考试的题目下载到学生的考试机上,以便学生按照考试要求进行答题,并且也将初始文档,如word.doc提供给考试的学生。考试结束后,将学生的考试结果上传到服务器,以便利用自动阅卷系统进行阅卷,给出考试的分数。     

Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study

This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided.