基于AHP/GRAP的供应商选择研究

文章针对供应商选择过程的复杂性,信息不充分性,建立了一个简捷合理的评价指标体系,并提出了基于层次分析法(AHP)和灰色关联分析(GRAP)相结合的决策模型,通过实例证明了该方法是可行,有效的。     

网络舆论中的蝴蝶效应：混沌理论视野的解释

由微内容引起的网络反腐、网络流言、网络造星等＂舆论风暴＂被喻为网络舆论的蝴蝶效应。该概念在学界存在一定程度的异化现象。只有将蝴蝶效应置于混沌学视野的复杂动力学图谱,引入自组织概念,才能避免网络舆论先天不足偏见。研究发现,奇异吸引子触动网络舆论蝴蝶效应的舆论扳机,正反馈集聚引发连锁反应,信息与观点的分形与迭代贯穿其全过程。     

Student perceptions of quality feedback in teacher education

Many reports have identified a perceived lack of quality in regard to assessment feedback in higher education contexts. One research study in 2007 on undergraduate university students found that less than half of the students (46%) collected their formative feedback, suggesting that from their perspective feedback clearly was not fulfilling the role it should. This is a study of 465 graduate students and 101 undergraduate students studying teacher education at a major Australian university. The study investigated what students perceived to be effective, quality feedback based upon their extensive higher education experiences. Students identified preferences in regard to form, detail and timing of assessment feedback. The data were collected by means of pen and paper survey and identified which strategies the students perceived to be the most effective, particularly within the context of large cohort teaching and written assessment formats. Findings agreed with research elsewhere regarding problems with assessment feedback quality and quantity, but students also provided clear indications of how realistic improvements could be made in terms of assessment feedback processes and strategies.     

Investigating university tutor perceptions of assessment feedback: three types of tutor beliefs

Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional–autonomous–global (TAG), student‐centred (SC) and traditional‐local (TL). Follow‐up in‐depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture.     

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.     

The influence of competences and support on school performance feedback use

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.     

从关联理论看《六人行》的字幕翻译策略

字幕翻译作为翻译界的新兴领域,已越来越受到翻译工作者及研究者的关注。但是我国的影视翻译相较于西方国家还比较落后,影视剧字幕的翻译质量良莠不齐。因此,从新的理论角度,即关联理论这一角度分析字幕翻译的策略并用关联理论指导翻译实践,为字幕翻译提供更广阔的理论支持尤为必要。     

普通高校篮球选项课“反馈教学法”实验研究

本文通过随机抽取2009级两个教学班进行一学年的教学实验,来研究探讨反馈教学法应用在普通高校篮球选项课教学中对学生运动技能、理论知识、综合能力等方面的影响以及在教学中的可行性和主要优势。实验结果表明：反馈教学法比传统教学法更有利于提高学生的运动技能、理论知识水平和观察分析解决问题的能力。     

“服务北部湾经济”背景下的广西高职院校职业实用性体育实施的必要性

高等职业院校是伴随着我国经济快速发展应运而生的,是高等教育的重要组成部分。在广西高校服务北部湾经济发展的背景下,职业实用性体育教育应体现其服务功能,在“健康第一”的教学理念下,全面促进学生职业技能素质的养成,并确立其品牌专业,发挥其存在的必要性。     

体育教学中教师反馈频率对学生目标定向的影响

将目标定向理论应用于体育教学,以素质教育的体育教学思想为指导,采用实验的方法,以三所普通高等院校选修摩登舞为体育课程的学生作为实验对象,研究不同反馈干预频率对学生目标定向的影响,分析得出比起低频率的反馈干预,高频率的反馈干预能够使运动达到更好的效果。