基于教学过程感知的行为计算

从教与学的行为数据中洞察教与学的行为规律,打破现有的以经验为主、人工分析课堂教学行为,转为以大数据为支撑的智能化教学行为计算,已成为智能时代教学行为分析的重要趋势。研究从教与学行为的视角切入,梳理传统课堂教学行为分析到广义学习行为分析的历程,结合行为计算,提出教学行为可计算的概念,构建教学行为计算的通用框架,并梳理学习者与参与者、学习者与环境、参与者与学习成就、学习环境与学习成就四个研究方向。大规模教学行为数据的获取、表征、挖掘和呈现,将为实践教学提供指导,助力智能时代新型教学模式和教学过程的构建。     

Why McNemar's Procedure Needs to be Included in the Business Statistics Curriculum

In business research situations it is often of interest to examine the differences in the responses in repeated measurements of the same subjects or from among matched or paired subjects. A simple and useful procedure for comparing differences between proportions in two related samples was devised by McNemar (1947) nearly 60 years ago. Although the technique has enjoyed widespread usage in both behavioral and medical research, it has unfortunately not received proper attention in marketing, advertising, consumer research, public relations, operations management, or organizational behavior endeavors—disciplines wherein it is particularly desirable to evaluate the significance of changes in attitudes, opinions, or beliefs regarding some campaign or strategy. Perhaps the major reason for this obscurity is simply a general lack of awareness as to its value and practical power. The McNemar test is generally not currently being taught to business statistics students. It is the purpose of this article to demonstrate the usefulness and applicability of the McNemar procedure to these aforementioned disciplines so that it may be more appropriately employed as an important confirmatory data analysis tool within the basic business statistics curriculum.     

欠发达地区农村儿童的亲子教育缺失与问题行为研究

调查发现:欠发达地区农村儿童亲子教育缺失现象非常严重,儿童亲子教育缺失与问题行为高度关联。这一事实应该引起社会的普遍关注。儿童的亲子教育缺失引发问题行为有其深刻的社会学和心理学原因。主要是劳动力资源的重新配置引起了儿童的亲子教育缺失,但二者之间的冲突是可以调和的。     

身份·功能·性别--试论丁玲《太阳照在桑乾河上》的修辞行为

在《太阳照在桑干河上》中,由身份意识、性别意识和功能意识等混合而成的复杂性,表征出创作主体“修辞行为”的“暧昧”状态。在丁玲创作“转换”过程中,“身份定位”与“艺术策略”选择之间的矛盾,始终折磨着她。《太》蕴含了丁玲大量复杂的精神信息和转换期里“修辞行为”的独特性。     

美国凤凰城大学的运营状况、成功经验及启示

美国凤凰城大学是远程教育中的一个成功案例,在教育史上创造了史无前例的成就。本文首先简要介绍了美国凤凰城大学的发展历程、财务运营状况及其骄人成绩,然后从学校定位、师资力量、支持服务系统、教学组织、课程开发、技术手段等方面系统地分析凤凰城大学成功的经验,最后概括了凤凰城大学的经验对我国远程教育的一些启发。     

创新驱动发展:感知产品创新对高新技术产品购买意图的影响研究

为探究市场中消费者对高新技术产品的购买意愿,基于计划行为理论,引入感知产品创新和消费者创新性。实证结果显示,感知产品创新通过态度、主观规范、知觉行为控制的中介作用对高新技术产品的购买意图有积极影响,且主观规范的中介作用最强;消费者创新性负向调节感知新颖性与态度间的关系,还负向调节感知风险性与态度间的关系。本文丰富了高新技术产品购买意图和感知产品创新的理论内容,为企业高新技术产品的营销实践提出建议,旨在真正实现创新驱动发展。     

少数民族大学生学业自我效能感研究

采用问卷测量少数民族大学生学业自我效能感差异,并用独立样本t检验和方差比较其在各人口统计变量上的差异,为提高少数民族大学生学业水平和能力、促进其身心健康的研究提供了理论依据。研究结果表明,少数民族大学生有中等偏上程度的学业自我效能感;学业自我效能感在不同人口统计学变量上存在一定差异性。     

The differential influence of instructional context on the academic engagement of students with behavior problems

The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers’ use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability.     

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

This article reports the results of a 2‐year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web‐based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner–learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade‐offs in balancing students' learning with their perceptions of the internet as a course delivery medium.     

大学生阅读心理及行为的调查分析

大学生的阅读状况反映着这一群体的阅读倾向和阅读动态,也从一个侧面折射出学生由阅读而体现出的价值观念和整体文化积淀程度.本文在对大学生阅读状况进行调查统计的基础上,对大学生的阅读心理和阅读行为进行了分析,并提出了促进大学生阅读行为实施的策略.