智能教学系统的自学习机制

本文主要介绍了智能教学系统中的机器自学习机制,研究如何提高智能教学系统的智能性和通用性等方面的问题。文章采用基于信息论的示例学习,改进了决策树学习算法,并建立了机器学习决策树。     

一个初等不等式的推广

文章对初等不等式：n进行推广，并给出了初等证明。     

Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?

Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent.     

关于自然数的多重幂性质

给出并证明了自然数a的多重幂的两个命题,举例说明了它的应用。     

Academic induction for teacher educators

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an Australian regional university. Their responses added complexity and nuance, suggesting a heterogeneity of entry pathways and experiences, as well as avenues for further inquiry. Consideration of the resulting issues leads to wider questions about the place of teacher education in the academy. In turn, this leads to question if the challenges faced by newly appointed teacher educators are distinctive from those experienced by all new academics. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators. The paper concludes with two further recommendations. First, large‐scale research is required to inform us about the contemporary teacher education workforce. Little is currently known about entry and career pathways, nor of the impact of recent policy and funding changes such as research performativity measures and increasing employment of sessional staff. Second, induction must be seen as an organisational and professional responsibility shared by many, including new and experienced academics, faculties, departments, institutions and professional associations.     

运用“泛化”论和“分化”论指导多重复句教学

复句教学是语言教学的重头戏。引入“泛化”和“分化”这两种学习理论来指导多重复旬教学，对于增强学生的语感和语言意识，帮助学生提高分析和运用语言的能力，提高分析文章结构思路的能力，都是大有裨益的。     

词是逐渐增长的黎明，是可靠的故乡--杨方诗集《骆驼羔一样的眼睛》阅读印象

诗人杨方,是首都师范大学中国诗歌研究中心的驻校诗人,其诗集《骆驼羔一样的眼睛》,以诗“词”题,有一种漫溯的效果,她让词成为她的诗意构成方式,成为一种诗歌的物件,并成为灵魂的一件护身符,从而呈现了她的经世之思与内在情调。故乡,是她的原初的情结,是故乡之于她的纠结和疼痛。花间、草木、流水,是她寻找到的可靠的遮蔽,并逐渐完成一种整合的、有节律的诗性生命形式,市诗性文化的浪漫体验和精神故乡的现实寻根,有机成为整体,完成陶醉和安放的永无止息的生态境遇和精神归宿。秋风,是她获取的清醒的力量。杨方依靠内心的力量离开了自身,观看和瞩望着秋风中万事万物的存在与涅,在精神故乡的永恒追寻中,她保持着对深不可测的生存意图的真诚。     

Towards shaping the field: theorising the knowledge in a formal course for academic developers

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.