科技型中小企业融资能力评价研究

科技型中小企业发展中面临较多风险,成长性难以预料,使银行等金融机构较难做出贷款决策,因此,设计一套能正确评价企业融资能力的模型非常必要。运用AHP法和模糊综合评价法,选取代表科技型中小企业融资能力的23项指标,建立融资能力评价指标体系,求得各层指标权重系数后,最终构建了评价融资能力的计量模型。     

美国研究型大学国际化评估指标、策略及对我国的启示

2001年和2006年,美国教育委员会（ACE）先后两次对美国研究型大学的国际化现状进行了全国范围的问卷评估。评估内容涉及明确承诺、专业提供、组织架构、外部资金、大学对师资的投入、国际学生和学生项目等六个维度。评估报告总结了高度活跃的研究型大学的国际化策略选择,为活跃度低的研究型大学的工作改善提供了建议与借鉴。其评估指标具有以下特点：遵循分类指导的原则;内容指向学校的组织策略;体现了品质与绩效兼容并蓄的价值取向及对研究型大学国际化的改善功能。对我国大学国际化评估指标的构建具有启示作用。     

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.     

从语言的评价意义看景区公示语翻译

分析景区公示语翻译过程中,其语言的评价意义及评价级差的变化,并尝试从中西方读者的价值观差异、语篇及翻译成果的可接受性原则和公示语作为语篇必须符合信息性标准来解释其变化的合理性。     

基于“人本主义”的学生评价

学生评价是教育评价的核心内容,基于人本主义的学生评价立足于学生自身的发展和提高。评价秉持以人为本、尊重个体差异等教育理念。在评价过程中,规避了传统学生评价过分强调甄别与选拔功能、评价主体倒置,评价内容忽视学生情感和态度因素、评价标准无视学生差异等现象,有利于激励学生学习,根据学生的实际改进教学过程,促进学生更好地发展。     

A comparison of online versus traditional student end‐of‐course critiques in resident courses

This study outlines the intraclass differences between online and traditional student end‐of‐course critiques (EOCCs) only in the context of resident courses. Previous research into these differences appears limited to studies that compare entire classes rather than studies within any given class. Hypotheses are stated that the administration method has an effect on: how students will rate EOCCs, EOCC response rates, and, the detail level, favourability level and number of EOCC comments. In this field experiment, students in resident business courses at a large university comprised the sample. Individuals from within each class were randomly assigned either to a control group that completed a traditional paper‐based EOCC or to an experimental group that completed a similar EOCC online. Comments were coded with regard to the level of detail, favourability and total number of comments. Analysis of variance was used to compare the two groups with regard to ratings, comments and response rates. Online EOCCs had lower response rates, lower overall ratings, but more detailed comments. The methodology had no significant effect on the number or favourability level of comments.     

A proposed methodology for contextualised evaluation in higher education

This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data collection methods do not address aspects that affect students’ learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.     

模糊综合评判方法在高职艺术设计专业学评教中的应用

高职学生评教数据分析是一项复杂的系统工程,本研究利用了模糊综合评判、及模糊综合评判求逆的等方法对艺术设计类专业学生对教师授课情况的调查中的数据进行综合统计分析,结果表明,模糊数学的分心方法能清晰的反映学生对教师授课情况的评价。     

激活医专语文评价体系中的能力因子

我国的语文教育中过于强调对语文知识的记忆,而忽视实际语言交际能力的训练。传统评价实质还只停留在知识评价层面,"能力因子"处于沉睡状态没有被激活,无法完全体现学生的语言运用能力。从考试内容、方法、形式、目的等方面入手,制定以知识、技能和态度为框架的评价体系,激活语文能力因子,使其活跃,从多方面综合地评价学生的语文能力。     

UG软件教学与评价的实践

UG软件的教学强调"用"字,改变了软件课程考试的一般方式,拓展了软件教学的"教、学、做"模式,调动了学生学习的积极性和自觉性。