后喻文化时代的社会条件与社会影响

后喻文化时代即老年人需要向年轻人学习,社会才能进步,以创新和反从众为价值取向的时代。后喻文化时代有赖于社会生产方式的历史性进步、以信息业为主导的经济形态的出现、青年群体现代性的发展及较高的网络素质等社会条件。后喻文化时代带来社会意识中的“年轻崇拜”;青年文化的社会影响力提高,文化反哺能力增强;知识和改革创新的价值受到普遍重视,年轻人的社会地位提高;文化学术领域及家庭中的“尊长”含义发生变化。     

AWARE: A Personalized Normative Feedback–Based Group Intervention for Mandated College Students

AWARE is a brief group intervention that was built upon the principles of personalized normative feedback with novel components (Penn State Altoona, n.d.). The purpose of this study was to pilot test the intervention with mandated college students who were referred for alcohol‐related violations (N = 283). Results showed significant postintervention changes. Significant interaction effects between time and race and between time and gender were found. Reduction in the consumption of alcohol use and perception of peer alcohol use were significantly different among non‐White and female participants.     

基于投资者信息反馈的证券监管传导

投资者信息反馈是证券监管传导中的重要问题，解决这个问题对于强化监管决策的科学化、提高监管能力、实现监管与投资者的良好互动等具有重要意义。从监管运作的角度说，投资者信息反馈渠道的长短、信息传导渠道的容量以及信息渠道的多样性等是制约投资者信息反馈的重要变量。同时，培育机构投资者也是提高信息反馈质量的基础性环节。     

Evaluating an earlybird scheme: encouraging early assignment writing and revising

It is widely suggested that feedback on assignments is useful to students’ learning, however, little research has examined how this feedback may be provided in large classes or the actual effects of such a scheme. We designed and implemented a voluntary ‘earlybird scheme’ that provided detailed feedback to undergraduate Business students on a first draft of a literature review. We then evaluated the effect of this scheme on students’ final marks for the assignment, the scheme’s usage, and students’ perceptions of the scheme. We found that although the usage of the scheme was quite low, it increased the learning of the students who did use it. The most common reason for not using the scheme was a lack of time and, therefore, given the beneficial nature of the scheme overall, we suggest that future implementations include greater structure or a complementary time‐management workshop.     

混合天线选择的闭环发射分集系统研究

The paper investigates closed-loop transmit diversity （CLTD） systems with antenna selection technique. The expected received signal-noise-ratio （RxSNR） of the proposed systems is analyzed and compared with CLTD systems. An algorithm is proposed for determining the number of increased transmit antennas in terms of a reduced RF chains without performance degradation. Since a feedback channel is bandwidth-limited, we present a method of quantizing transmit-weight vectors. Simulation results demonstrate advantage of the proposed systems with full and quantized feedback information. Quantized feedback has less effect on the proposed systems than CLTD systems.     

电压并联反馈电路模型的建立及计算公式的推导

在建立电压并联反馈电路模型基础上,推导出放大电路中的电压放大倍数、输入电阻、输出电阻的精确计算公式。提出了新的计算方法,从而解决了放大电路计算不方便,精确度不高、准确性不够的问题。进一步揭示了基本放大电路、反馈电路元件参数对反馈放大电路的影响关系。给设计出高性能放大电路及电子仪器指明了方向,同时使电压并联反馈电路的计算更方便。     

超前回馈实验法与电磁学实验

根据建构主义教学思想详细地阐述了超前回馈实验法的内容、意义和方法,指出了应用该方法时需要注意的问题。丰富和发展了超前回馈实验法的理论,使其更具有可操作性。实践证明它确实是改革目前实验教学的一种好方法,具有较高的推广价值。     

大学英语写作应注重反馈环节

英语写作是英语教学的一个重要环节,也是衡量学生语言水平的重要标准。本文从我国大学英语写作教学的现状出发,指出大学英语写作教学应注重反馈环节。因为不论是教师的书面反馈还是学生对教师反馈的反馈,它们都对提高学生的写作水平大有帮助。并且在实施反馈教学环节当中,一定要注意反馈的及时性,激励性,启发性和针对性。     

论体育课程新课标下健身功能的正反馈

传统的体育教学大纲是以学科体系为中心,表述本学科的知识点与技能要求,而体育课必须面向全体学生,把健康教育落到实处.体育新课标应以健身为目标,选择激发和保护学生体育兴趣的教学内容,采用开放的教学模式,以促进体育课程健身功能的正反馈.     

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.