基于社会资本理论的大学生社交媒体多任务使用效果研究

在使用社交媒体的人群中,大学生群体对社交媒体的多任务使用与其学业成绩之间有着怎样的内在关联属性,对其社会资本的积累产生怎样的影响是本文的研究问题所在。对研究问题的原因进行探索性分析,研究发现,出于学习或娱乐目的的社交媒体多任务使用对大学生的学业成绩呈现负相关,不利于其学业成绩的提高,阻碍学习进程健康、科学开展,不利于其社会资本的正向积累。     

优化教师信息技术培训绩效技术操作模型的探讨

本文从ISPI(国际绩效改进协会)提出的人类绩效技术操作模型出发,探讨绩效技术在教师信息技术培训中的应用,针对目前教师信息技术培训的主要弊端和"教师"这个学习者,关注培训环境和学习者两大因素,提出绩效技术在教师信息技术培训中新的操作模型。     

提高大学生思想道德素质的思考

思想道德素质是大学生综合素质的一个重要方面,对大学生思想道德素质的培养是实施素质教育的必然选择。作为培养人才的高等学校,更应该责无旁贷地贯彻《公民道德建设实施纲要》,加强对大学生思想道德素质的培养。     

男性幼儿舞蹈兴趣缺失的原因及其动作表现特征探究

当前，男性幼儿对舞蹈活动存在较为严重的兴趣缺失。男性幼儿舞蹈兴趣缺失存在表层与深层原因，他们在舞蹈动作方面具有独特的审美偏好与审美表现特征，需要采用顺应幼儿性别天性、与幼儿学习特征相适宜的教育内容与方法策略，以焕发他们的舞蹈热情，提高其动作审美表现能力，促进他们全面、和谐、富有个性地发展。     

谐振子量子制冷循环性能的优化分析

基于量子主方程和半群逼近研究以谐振子系统为工质，由两个等温和两个等谐振子数过程组成的不可逆谐振子量子制冷循环的一般性能特性，导出了制冷循环的制冷系数、制冷率、输入功和熵产率等重要参数的一般表达式．并详细讨论了高温极限下谐振子量子制冷循环的优化性能，导出了最大制冷率和相应的制冷系数．所得结论可为非常规工质低温制冷循环的优化设计提供理论基础．     

演唱的谐调及美感分析

演唱艺术的审美是多侧面的,是综合性的体现,要求演员具备一些相应的综合素质。然而,所有日积月累形成的专业素质和能力,都要通过舞台上短暂的演和唱的良好协调传达给观众。这种能力只有演员经过长期的学习和实践不断加强和完善,使之得到平衡、协调的发展,才能提高整体的艺术审美层次。     

基于C/S模式的企业MIS系统中性能优化的实现

论述了大型数据库应用系统的优化技术和方法.首先提出优化的必要性,然后论述了基于C/S模式的企业MIS系统的几种优化原则和部分优化技术,最后介绍了在开发黄石鑫宝管业有限公司的企业MIS系统的过程中用到的几种优化技术和方法.     

The Use and Misuse of Standardized Testing: A Whiteheadian Point of View

First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators.     

Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards

The purpose of this study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards on the acquisition of a motoric skill with 70 college students. It was postulated that students who were provided with graduated self-evaluative standards would surpass those who were provided with absolute standards or no standards (control) in both motoric skill and in motivational beliefs (i.e., self-efficacy, attributions, and self-satisfaction). Regarding graphing of self-recorded outcomes, it was hypothesized that students who graphed their results visually would show higher dart skill and stronger motivational beliefs than participants who did not graph their results. Support was found for these hypotheses. The implications of findings of this study were discussed for instructors in terms of how the effects of self-directed practice can be enhanced.     

Doodling Effects on Junior High School Students’ Learning

The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.