基于期待视野理论的普通高校大学生体育课程期待目标研究

以“期待视野理论”为依据,运用文献资料法、问卷调查法、逻辑分析法和数理统计法对大学生在体育教学中的“期待目标”进行调查与分析,结果表明：当前体育教学的教学目标、教学内容、组织与方法、教学环境、教学评价等教学要素与大学生的“期待目标”还存在较大差距。根据研究结果,提出了相应建议,为进一步推进大学体育课程改革向纵深发展提供参考。     

Optimal Convert Strategies in Football

Abstract

A frequently occurring situation in college and professional football is that of a team catching up through two touchdowns after trailing by 14 points, with the game outcome being determined by the extra-point plays. For leagues allowing two-point converts, an optimal point-after strategy exists under quite reasonable assumptions, and depends upon the relative utility to the team of a win, tie, or loss and the probability of success with a (one-point) kick as opposed to a (two-point) run/pass. We illustrate with reference to the January 1984 Orange Bowl game, where the favored team followed a possibly suboptimal strategy, losing the game and the national championship.     

从游戏视角看幼儿教育

游戏是幼儿最基本的活动,是一种特殊的社会性活动,对幼儿身心健康发展有着重要的作用。游戏是无功利性的,幼儿教师不仅自身要正确对待游戏教育,更要引导家长正确看待游戏,使"幼教小学化"不要借着"基本普及学前教育"这股东风愈演愈烈。幼儿教师应该意识到幼儿园课程的选择以及评价体系的"无目的性",以免给"应试教育"和"幼儿教育小学化"一个"繁衍"的温室。游戏的愉快性是游戏的本质所在,幼儿教师要真正地把游戏看作幼儿发展的活动,不要把游戏仅仅作为吸引孩子的"噱头"。     

英语词汇记忆中边际效益递减效应的应用

首先强调了词汇量的大小对于英语学习的重要性;其次从经济学角度解释了何为边际效益递减效应;最后通过分析记忆词汇的投入和产出不成正比,得出结论,并结论应用到科学记忆英语词汇中,使得边际效益最大化,最终取得高效、良好的记忆效果。     

基于互补判断矩阵的模糊多属性群决策方法

针对属性值为梯形模糊数,属性权重未知,决策者对方案有梯形模糊数互补判断矩阵的模糊多属性群决策问题,提出一种群决策方法.给出了由综合属性值得到方案间相互比较的梯形模糊数互补判断矩阵的转化方法.借助梯形模糊数间距离的顶点法表示,建立模糊规划模型,最小化两类梯形模糊数互补判断矩阵间的偏差.求解模型,得到属性的精确权重.进而根据综合属性值对方案排序.最后给出一个数值例子验证所提方法的有效性.     

基于委托代理关系的生态补偿效用函数与分配比率——以雇佣关系为视角

在雇佣关系视角下,借用委托-代理模型,从协商的角度构建西藏自治区政府和矿业企业之间的生态补偿效用函数并求解,以期得到生态补偿分配比率的合理配置,促使责任主体从生态环境保护出发选择对生态补偿最有利的行动。     

关于"西方经济学"教学的若干思考

“西方经济学”是我园经济类专业大学教育的核心课程。也是我国本科生攻读硕士、博士学位的必修课程。目前我国高校本科生学习“西方经济学”的兴趣和要求日益强烈，但我国现行的“西方经济学”本科教学存在着观念落后、内容滞后、教学手段和方法陈旧等问题。因为。必须探索出加快该课程教学改革措施和提高教学效果的方法。     

党校图书馆期刊文献利用率的若干思考

这篇文章揭示了影响党校图书馆期刊文献利用率的一些问题。并对如何提高党校图书馆期刊文献利用率提出了一些思考与建议。     

论建设工程合同违约的预期利益损害赔偿

预期利益和可得利益基本上可作同义词使用,预期利益损害赔偿请求权应以合同有效成立为基础,在建设工程合同因发包人违约而被解除的情形下亦存在适用空间。对于建设工程合同中因发包人违约而产生的预期利益损失的具体数额,理论和实践中存在鉴定法、类比法、差额法、估算法和酌定法等多种计算方法,在适用上各有利弊。对于不同的建设工程,应以案件事实为基础,在可预见性的范围之内,选择符合违约损害赔偿目的的方法确定预期利益损害的具体数额。     

Co-development of math anxiety,math self-concept,and math value in adolescence: The roles of parents and math teachers

Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety develops in tandem with the development of control and value appraisals across secondary schooling, and (2) how these three constructs co-develop in relation to characteristics of home and school contexts. We used growth mixture modeling to investigate how math anxiety, math self-concept (a frequently examined indicator of control appraisal), and math utility value (one dimension of math value) develop in parallel in a sample of 3116 adolescents, who were assessed annually across middle and high school. We identified three trajectory classes: a stable class, characterized by stably modest math anxiety, high math self-concept, and high math utility value, a linear change class, characterized by increasing math anxiety and decreasing math self-concept and utility value, and a fluctuating class, characterized by curvilinear changes in math anxiety, math self-concept, and math utility value. Parental academic support and teacher bias differentiated the stable class from the fluctuating class at the transition to middle school, and from the linear change class at the transition to high school. Our findings point to the heterogeneous contributions of control and value appraisals towards the development of math anxiety and highlight the importance of investigating multiple dimensions of the socio-ecological context at different stages of math anxiety development.