基于不同决策规则的双寡头投资模型混沌分析及控制

基于有限理性决策及适应性预期,构建不同决策规则的双寡头投资模型,分析系统方程的稳定性及演化混沌机理。借助Matlab仿真工具探讨系统调整参数变动对投资主体行为的影响,利用累计利润指标对系统混沌进行评价,研究投资主体变动成本的相对差异对演化路径的影响。最后在混沌情形下,通过直线控制法对投资主体的变动成本进行调节,实现对系统的稳定控制,改善系统的性态。     

教师教学效能、应对效能与职业枯竭的结构模型研究

教师是职业枯竭的高发人群,探究高中阶段教师职业枯竭的现状与内在作用机制,进而研究应对方法,对提高我国基础教育的质量有重要意义。我们对29所高中阶段学校763名教师进行问卷调查,并建构教师教学效能、应对效能和职业枯竭的结构方程模型,发现教学效能主要以应对效能为中介作用于职业枯竭,同时直接作用于职业枯竭中的非人性化因子;应对效能区别于教学效能,直接作用于职业枯竭。提高教师的教学效能和应对效能,有利于修正教师的职业枯竭。     

论民族高校实施文化素质教育的价值功效及其路径

民族高校除了要完成一般高校的教育任务外,其特殊任务还在于培养民族干部、加强民族团结、维护国家统一、弘扬民族精神、传承民族文化,为实现各民族共同发展、共同繁荣、各民族平等而培养大量的少数民族人才.所以,在民族高校开展文化素质教育有着深远的价值功效.为了更好地实现这一价值功效,学校应当积极开辟文化素质教育的路径.     

‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships

Teacher expectations are associated with student academic achievement, but no research has generated new theory that explains how teacher expectation effects occur from students' perspectives. A substantive theory explaining the process through which students reconcile with their teachers' expectations is presented in this paper, emphasising the role of caring student-teacher relationships in teacher expectation effects on academic achievement. The theory was constructed with 25 grade 10 participants across three Western Australian secondary schools, with data including 100 interviews and 175 classroom observations. The analysis and synthesis of the data confirmed that the students acted in ways that they reflected improved their academic attainment when their teachers communicated high expectations of them. Noddings' enduring philosophy of the ‘ethic of care’ is used as a discussion framework, emphasising implications for how teachers practise and learn to interact with their students so that they can initiate positive teacher expectation effects on student learning.     

创新效能感在护理期刊审稿人科研能力与创新绩效间的中介效应及其对培养优秀审稿人的启示

分析护理科技期刊审稿人创新效能感在科研能力与创新绩效间的中介效应,并探讨如何培养优秀审稿人,以优化审稿人队伍并提高护理科技期刊审稿人的审稿水平.采用一般资料问卷、创新效能感量表、科研能力自评量表及创新绩效量表,以网络发放方式对护理科技期刊审稿人进行调查.护理科技期刊审稿人创新效能感得分为(31.50 ±5.11)分,得...