大学教育考试“零作弊”的实现策略

大学生考试作弊现象在各大高校中已然成风,高校需要根据学生作弊的新特点,加强大学生诚信教育,改革课堂教学模式,改进教学评价机制,坚持过罚相当的做法并加强对作弊后学生的心理危机干预,以真正实现考试育人的目的。     

研究生考试舞弊原因及对策研究

目前国内各高校学生考试舞弊现象比较突出。研究生,作为一类新型舞弊群体备受关注。本文通过阐述高校研究生考试舞弊现状,进而从学生本人、高校以及社会三个方面出发,探究考试舞弊的主要原因并提出相应的应对策略。     

局域网内IP地址盗用的防范对策

随着各企事业单位局域网建设的发展和广泛应用,局域网内部的IP地址盗用问题日益严重,给局域网络的管理带来了严重的阻碍。本文主要通过分析局域网IP地址盗用的方式方法,提出相应的技术防范措施,并列举了通过ARP地址欺骗技术以防范IP地址盗用的思路。     

高校学生考试违纪作弊透视及其对策探讨

考试作弊已经成为大学生考试的一个惯有现象,对于学生诚信状况和学校的学风建设造成了严重影响。当前高校考试不同程度上的违纪现象经常可见,对于这一现象的教育惩罚一直都在进行,却屡禁不止,且有上升趋势。监考工作是学校教务工作的一个重要环节。文章主要分析了引起高校学生考试作弊原因,并针对性地提出应对高校考试作弊的对策。     

试论加强成人高等教育考试的考风考纪建设

成人教育考试中的舞弊现象是目前的一个重要问题。文章对此进行了深入地分析．并就如何杜绝各种舞弊现象、加强考风考纪建设提出了一些具体措施。     

学术不端行为的危害及其防范措施

学术不端行为败坏了学术道德、污染了学术空气,使学术尊严遭到践踏。防范学术不端行为必须从加强学术道德建设入手,强化科研人员的自律意识,完善学术评价制度并建立对学术不端行为的惩处机制。同时,学术期刊应严格把关,加大审稿力度,以技术手段防范学术不端行为。通过自律与他律,逐步形成诚实科研、严谨治学的良好氛围,以维护学术尊严。     

考试作弊行为的博弈分析

运用理性人假设和博弈论的有关原理对考试作弊行为及其互相影响进行深入剖析，探讨作弊行为的成因与制约因素，并提出了针对性的治理建议。     

基于实证方法下高职院校学生考试作弊预防研究

通过对高职学生考试作弊的调查,分析了影响学生考试作弊相关因素。从学生诚信道德品格培养、学生自信重塑、加强教学改革、完善考试管理、同辈群体学风建设五个方面,提出了预防和减少学生作弊的方法路径。     

Understanding Student Cheating and What Educators can do About it

Abstract. This article reviews the empirical evidence on college student cheating and places it in a context that combines economic theories of benefit/cost analysis and unobservable behavior with social network analysis of how widespread rule breaking can develop in an organization. The implications are that students cheat because the benefit/cost tradeoff favors cheating; that the problem of unobservable behavior can be substantially mitigated by promoting academic integrity as the social norm; and that many factors that have contributed to the development of more and stronger relationships between college students have helped to promote cheating. The article makes ten specific recommendations for educators.     

Speech Education in West German Universities

ABSTRACT

Academic dishonesty has evolved to keep pace with changes in higher education. Websites now advertise the service of taking online courses for students. This study examined one such online company. Representatives from the company were professional and delivered the advertised services. Two experienced faculty members who co-taught the course used in this study were unable to identify the cheating company. The cheating company earned an “A” for the student. This article discusses the process by which the company was initially identified as well as provides an account of the interactions with the company that resulted in the student earning an “A.”