湖南资兴经济开发区土地集约利用评价     

刘广耀  曹洪  刘立军 《荆门职业技术学院学报》2011,26(2):60-64

以2009年12月31日作为评价时点,在合理确定指标权重和理想值的基础上,对湖南资兴经济开发区（简称资兴开发区）土地集约利用进行评价。  相似文献   

“感兴”批评法的境遇和新生     

张文浩 《山西大学师范学院学报》2011,(4):75-78

受西方批评话语的强势包围,建构有中国特色的文学批评模式乃形势所迫。＂感兴＂是具有中国民族传统和文化底蕴的文学批评模式。尽管它在参与建设中国现代文论的过程中遭遇困境,但不应当被遗忘,而应当在中西交融中获得新元素和新力量。感兴批评法从审美体验入手,与修辞论美学结合,展现民族传统批评法的新貌和解释效力,从而融入现代文论的话语环境。  相似文献   

诸变量对篮球专项运动员心境状态预测效能的回归分析     

陈立民 《湖州师范学院学报》2011,33(2):59-63

运用回归分析统计方法,对216名(有效人数)篮球运动员进行相关问卷调查,以探测除自信心之外,与心境状态有显著统计学意义的预测变量.研究结果表明:①只有特质自信心和训练年限两个变量可以有效预测消极心境,只有特质自信心能有效预测积极心境;状态自信心、年龄、参加大赛的次数对积极心境和消极心境均无预测作用.②回归分析建立了回归方程模型、对消极心境的回归方程模型以及对积极心境的回归方程模型.  相似文献   

主客观Vague分值偏差最小化的多属性决策方法     

彭展声 《南宁师范高等专科学校学报》2011,(3):4-7

研究了只有部分属性权重信息,决策者对方案有偏好,决策信息均以Vague数给出的多属性决策问题.在改进Vague集记分函数基础上,建立了一个线性规划模型,用以确定属性权重,进而给出了主客观Vague分值偏差最小化的多属性决策方法.最后通过实例对该方法的详细过程和有效性进行了说明.  相似文献   

建构主义教学策略对教师教学效能感与学生学习效能感的促进作用     

鲍勤  覃辉 《海外英语》2011,(4):1-3

中学英语新课改注重培养学生综合语言运用能力,激发学生的学习动机,创造良好的学习环境以及培养学生的创造性思维能力,这对英语教师的教学策略设计能力提出了挑战。该研究在昆明城郊一所中学高一年级进行了为期一学期的教学研究,研究表明,建构主义教学策略的运用改变了实验教师的教学策略和促进了教学效能感,数据统计结果和对学生的访谈也表明了实验班班的学生学习效能感高于对照班。  相似文献   

实现我国成人高教学习成果互认的探索     

陈清洲 《河北师范大学学报(教育科学版)》2011,13(5)

在我国高等教育大众化的进程中,成人教育发挥着越来越重要的作用。进一步深化成人高教的改革与发展,提高办学质量、办学效益与办学活力,是当前关注的热点问题。从成人高教学习成果互认这一核心概念的界定及其涵义出发,从制度层面就成人高教宏观制度不完善、微观制度落实不到位等问题进行分析,研究实现成人高教学习成果互认的目标、内容和研究方法,对落实《国家中长期教育改革和发展规划纲要(2010—2020年)》中关于建立继续教育学分累积和转换制度,实现不同类型学习成果的互认与衔接[1]的目标和要求,具有一定的理论价值和应用价值。  相似文献   

自然地理综合野外实习成绩评价指标体系   总被引：6，自引：2，他引：6  

赵怀琼 《实验室研究与探索》2001,20(1):119-120

自然地理综合野外实习成绩过去一直采用定性考核,而无量化管理指标。本文介绍了建立“德、能、勤、绩”考核指标体系,制定了考评标准,从而提高野外实习质量,更好地完成实习计划。  相似文献   

Interplay of motivational and cognitive strategies in predicting self‐efficacy and anxiety     

Yes¸im Çapa Aydin  Esen Uzuntiryaki  Betül Demirdögˇen 《教育心理学》2011,31(1):55-66

The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly.  相似文献   

The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences     

Sue Catherine O'Neill  Jennifer Stephenson 《教育心理学》2011,31(3):261-299

Teachers' self‐efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom management as a factor in the construct of teacher SE. Twenty‐five peer‐reviewed articles published from 1984 to 2009 that reported on the use of SE scales containing at least one novel classroom management self‐efficacy (CMSE) item were reviewed. The validity and reliability of CMSE scales and items were found to be very good, with classroom management items pertaining to maintaining order and control the most frequent category included. Approximately one in four items in the SE scales reviewed was CMSE item, and, in general, CMSE items were not linked explicitly to classroom management research or contemporary psychological or philosophical approaches.  相似文献   

Perceived ability and success: which self-efficacy measures matter? A distance learning perspective     

Lerato Sonia Tladi 《Open Learning》2017,32(3):243-261

This paper sought to determine the effects of three self-efficacy measures on the academic attainment of students who were enrolled for the first time at the University of South Africa (Unisa) in 2015. The measures of interest were self-regulated learning efficacy, distance learning self-efficacy and computer and online technologies self-efficacy. Overall, only DLSE was found to have a significant effect on academic attainment albeit with a low effect (r = ?.13), explaining only 1.7% of the variation in the academic achievement between successful and unsuccessful students. DLSE also explained 10% of the variation in academic achievement between successful and unsuccessful students who, although new to Unisa, were not new to higher education.  相似文献