谈高职体育中上难度项目教学中女生恐惧心理及克服方法

以前滚翻为例的中上难度的项目是高职体育教学中常见的,对发展学生的协调性、柔韧性、灵敏性有很好的作用,同时也培养学生勇敢、果断的心理品质。但在体育教学中往往需要克服自身的心理,特别是女生更容易产生恐惧心理,需要她们去克服。在高职体育中上难度项目教学中女生如何积极克服恐惧心理对提高体育教学质量会起到积极的帮助作用。     

Analysis of the Latin Square Task with linear logistic test models

The Latin Square Task (LST) was developed by Birney, Halford, and Andrews [Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of cognitive complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66, 146–171.] and represents a non-domain specific, language-free operationalization of Relational Complexity (RC-)Theory. The current study investigates the basic cognitive parameters and structure of LST as defined by RC-Theory, using IRT-based linear logistic test models (LLTM). 850 German school students completed 26 systematically designed LST items. Results support the notion of Rasch-scalability. LLTM analyses reveal that both operation complexity and number of operations affect item difficulty. It is shown how LLTM and its variants can provide substantial insights into cognitive solution processes and composition of item difficulty in relational reasoning in order to make item construction more efficient.     

网络出版环境下学术期刊文章首页数据项的标注

为顺应网络时代学术期刊发行渠道、传播方式的变化,在相关标准及规范的基础上,提出文章首页数据项标注的优化方案,且给出一个优化方案示例。优化后的文章首页数据项既包含检索统计信息又包含传播信息。优化方案有助于读者快捷获取完整的文章及期刊信息,加快期刊的国际化步伐,提高期刊的传播效率,进而提升期刊的影响力。     

Using rasch measurement to score,evaluate, and improve examinations in an anatomy course

Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high‐stakes testing arena rely on classical test theory (CTT) methods. However, advances in item response theory software have made the application of these techniques much more accessible to classroom instructors. The purpose of this research is to analyze a common medical school anatomy examination using both the traditional CTT scoring method and a Rasch measurement scoring method to determine which technique provides more robust findings, and which set of psychometric indicators will be more meaningful and useful for anatomists looking to improve the psychometric quality and functioning of their examinations. Results produced by the more robust and meaningful methodology will undergo a rigorous psychometric validation process to evaluate construct validity. Implications of these techniques and additional possibilities for advanced applications are also discussed. Anat Sci Educ 7: 450–460. © 2014 American Association of Anatomists.     

A psychometric evaluation of the digital logic concept inventory

Concept inventories hold tremendous promise for promoting the rigorous evaluation of teaching methods that might remedy common student misconceptions and promote deep learning. The measurements from concept inventories can be trusted only if the concept inventories are evaluated both by expert feedback and statistical scrutiny (psychometric evaluation). Classical Test Theory and Item Response Theory provide two psychometric frameworks for evaluating the quality of assessment tools. We discuss how these theories can be applied to assessment tools generally and then apply them to the Digital Logic Concept Inventory (DLCI). We demonstrate that the DLCI is sufficiently reliable for research purposes when used in its entirety and as a post-course assessment of students’ conceptual understanding of digital logic. The DLCI can also discriminate between students across a wide range of ability levels, providing the most information about weaker students’ ability levels.     

网络试题库与考试系统的建设与探索

在现代教育技术的推动下,网络考试克服了传统考试模式的一些不足,成为高校考试改革发展的新趋势.在网络试题库建设与网络考试的实践基础上,分析了网络考试的优缺点,并对试题库建设及网络考试的注意事项进行了具体阐述,希望对高校网络试题库建设与网络考试提供有益参考.     

论《关于费尔巴哈的提纲》第二条的价值意蕴简

《关于费尔巴哈的提纲》第二条,无论是在文本翻译方面还是意义阐释方面,仍存在一些争议与补充.之所以存在差异,主要是由于语言表达的灵活性,以及解读路径的多元化.通常第二条被视为马克思的认识论转向,即提出实践是检验真理的唯一标准,这是毋庸置疑的.然而,任一文本的意义都需要深度发掘与耕犁.因此,对第二条的解读非但不能止步于此,更需要不断前行.可以说,在原有解读的基础上,进一步拓宽对《关于费尔巴哈的提纲》第二条的研究维度,将有利于深化文本的理解与意义的阐释.     

我国非奥运项目的文化特征及其价值研究

我国非奥运项目的文化特征及其价值随着社会的发展而愈发凸显。在长期的社会实践中,人们在参与非奥运项目的同时,往往忽略其独特的文化魅力,没有深层次的去了解它,更缺乏对其价值的研究。然而《全民健身计划纲要》的颁布与实施,推动了我国非奥运项目的普及与发展。应以此为契机,解析非奥运项目的文化及价值,走特色发展之路,理清其文化发展脉络,推动我国非奥运项目从文化自觉走向文化自信,以此实现我国非奥运项目的价值。     

项目驱动教学法浅析

项目驱动教学法是基于建构主义学习理论的一种新型教学方法,该教学法对充分发挥学生的学习兴趣,提高学生自觉学习的能力和创新的能力都具有重要的意义。在介绍项目教学法基本思想的基础上,重点对项目教学法的应用过程以及实施中的注意事项进行深入的探讨。     

巢湖学院经济管理类专业《统计学》课程教学改革探析

针对巢湖学院应用型本科高校的特点,强调在经管类专业《统计学》课程教学过程中要注重培养学生的统计思维和应用能力。在教学内容和教学方式改革上主要体现在突出描述性统计的教学、实行项目组参与、实施案例教学、强化统计分析软件的应用和注意案例库的建设等方面。在本课程教学改革中我们面临硬件条件不足、后续经费难以保障、课时量尚显不足、学生相关技能较低及依赖思想较严重和考核形式改革难以开展等困难和问题。为此,需要进一步地争取学校支持,加大改革力度,真正使课程教学达到教有所成、学有所益的目的。