把握多元品德评价尺度 提升教师评价素养

作为学校德育评价机制的一部分,学生品德评价是学校德育评价的核心,全体中小学教师都肩负着育人的使命,肩负着品德评价的责任。确立评价尺度多元的理念,掌握多元品德评价尺度,提高教师的品德评价素养已经成为新时期教师专业发展的必然要求。教师要研读相关标准,明确基本依据,以合格性评价为基础;立足学校特色,彰显学校个性,把握多元校本化评价尺度;包容个体起点,尊重学生差异,掌握多元生本化评价尺度。     

Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning

In the present study it was investigated whether high school students are spontaneously able to reflect epistemologically during online searching for information about a controversial topic. In addition, we examined whether activating epistemic beliefs is related to individual characteristics, such as prior knowledge of the topic and argumentative reasoning skill; also whether learning from the Web is influenced by epistemic beliefs in action and the ability to detect fallacies in arguments. The participants (N = 64) were students of Grade 13, who were asked to think aloud during navigation. Qualitative and quantitative analyses were performed. Findings reveal that most participants spontaneously activated beliefs about all four dimensions identified in the literature, that is, about the simplicity/complexity, certainty/uncertainty, justification, and source of knowledge, at different levels of sophistication. Most epistemic reflections were about the source of knowledge. Two patterns of contextualized epistemic beliefs emerged and significantly influenced learning from the Web, which was also affected by participants' ability to identify argumentative fallacies.     

Influence of improved teaching practices on student satisfaction ratings for two undergraduate units at an Australian university

To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university.     

旅游区域形象价值评价指标体系的初步研究

根据企业形象设计（CIS）的相关原理，结合管理科学、心理科学、行为科学的相关知识，借鉴国内外有关区域形象问题研究的基本思路，从旅游区域的角度，探讨旅游区域形象价值评价的指标体系，并提出运用特尔菲法和层次分析法来建立量化指标体系的基本思路。     

高等教育质量及其评估研究

高等教育质量是高等教育的核心,集中反映在三个方面:培养什么人,怎样培养,培养的人到底怎么样。因此,不同类型的学校应该有不同的教育教学质量标准,应该是多样性和统一性的有机结合。     

泉州市旅游气候资源评价及其利用

评价福建沿海城市泉州的气候特点和优势，指出泉州具有独具特色的自然景观及地方特色的人文景观。为旅游业的发展提供了丰富的物质基础，并提出利用泉州独特的旅游气候资源。培育新的经济增长点，使资源优势转变为经济优势，实现泉州游资源的可持续利用和旅游业的可持续发展。     

基于因子分析的度假型饭店顾客感知价值评价体系研究--以杭州第一世界大酒店为例

随着度假旅游的蓬勃开展,度假型饭店顾客感知价值研究成为重要课题。文章以感知价值理论为基础,结合度假型饭店产品内涵及经营特色,采用因子分析法构建度假型饭店顾客感知价值评价模型,并以杭州第一世界大酒店为例进行实证研究。结果表明：饭店虽然在环境塑造、区位资源、设施设备等硬件方面具有优势,但其深度休闲度假理念及配套产品明显不足,需要突显其度假主题特色、开发度假体验产品、丰富客人度假生活、营造饭店独特度假氛围,从而提升度假饭店内涵及顾客感知价值。     

论成人网络学习评价的基本原则

成人网络学习评价是运用教育评价学的理论和方法,对网络环境中成人学习者的学习行为、过程和成果测定、衡量,并给以价值判断的过程。网络教学和成人学习者的特征决定了它具有目标的灵活性、方法的多元化和手段的智能化等特点。由此,在成人网络学习评价中,应特别注意遵循客观性和整体性原则;过程性原则和连续性原则;自评、互评和教师评价相结合原则。     

创建国际体育城市的评价指标研究——以上海为例

运用文献资料法、德尔菲法、层次分析法和数理统计等方法,结合上海市体育产业发展现状和城市特色,确定了创建国际体育城市的评价指标内容,共包含6项一级指标,17项二级指标和61项三级指标。其中一级指标涵盖体育观念与文化传播、时尚休闲体育、职业体育与竞技体育人才培养、体育设施建设与场地开放、体育产业与体育消费、青少年体育与健康等六个方面。旨在通过该评价指标的确定,引领城市发展规划和基础建设,促进上海市体育产业的发展,为创建独具上海特色的国际体育城市提供参考依据。     

2009-2010学年南京工业大学《国家学生体质健康标准》检测结果与分析

按照《国家学生体质健康标准》,2009-2010学年对南京工业大学全体本科生进行体质检测。通过本次检测,全校总体平均为73.04分,未达到良好标准。优良率为52.26%,不及格率为14.32%。肺活量体重指数、耐力项目指数、下肢力量一般,优秀率偏低,速度灵巧类项目（握力体重指数）较好,身高标准体重成绩较差。各年级身体素质2006级最好,2009级最差;女生的成绩好于男生。针对以上结果提出进一步提高我校学生身体素质的建议和方法,为体育教学改革提供理论依据。