公共英语写作中引入同伴互评模式的行动研究     

王莹 《甘肃高师学报》2010,15(2):128-131

通过行动研究的方式探讨在公共英语教学中引入同伴反馈作文评改方式的可行性和有效性.研究结果表明:学生认可同伴评改的方式,学生被证明具备评价他人作文的能力,同伴互评可以使学生的作文在内容、结构、语言上有一定的改进.通过这次行动研究可知只要设计合理、操作严谨,同伴反馈可做为教师反馈方式的一种补充,融入到写作教学中,从而提高公共英语学生的写作水平.  相似文献   

对数学建模竞赛论文的思考与评析   总被引：1，自引：1，他引：0  

朱文辉 《南通职业大学学报》2010,24(3):66-69

围绕全国大学生数学建模竞赛的赛题＂会议筹备＂和＂卫星跟踪测控＂,对部分获奖论文进行深入思考,建立双目标规划的综合模型,提供联动调节的计算方法,构设模型改进的多种方案,同时对一些具体的技术细节作出评析。  相似文献   

从审稿统计数据看审稿人的选择   总被引：1，自引：1，他引：0  

朱乾坤  石红青 《编辑学报》2010,22(2):151-152

通过对相关专业7年审稿记录的统计分析,总结审稿时间、审稿速度、审稿结论、审稿人更新等方面的规律,提出了选择审稿人、优化审稿专家库的思路和建议。  相似文献   

基于可视化ACA技术的同行评议专家学术范式辨别研究     

贺颖  刘慧  刘友存  王浩 《图书情报工作》2010,54(14):28-31

针对学术背景和学术范式会影响评审专家评议意见的问题,提出利用可视化著者同被引（ACA）技术辨别同行评议专家的学术范式,降低同行评议结果的误判,提供“非共识”项目的判断依据,为同行评议专家的遴选提供了科学合理的凭据。  相似文献   

科技论文审稿方式的问卷调查     

周望舒  张凤 《编辑学报》2010,22(3):229-231

采用问卷调查的形式,对审稿专家和作者如何看待审稿方式进行了调查.结果表明:有86.8%的审稿人和85.4%的作者都赞同双盲审稿,有88.2%的审稿人和96%的作者都认为,实行双盲审稿,有利于审稿人对稿件进行客观、公正的评审;48.4%的作者和31.6%的审稿人认为,如果审者与作者从事的研究工作类似,编辑在选择审稿人时应采取回避政策.本文建议某些专业面相对较窄的期刊可实行双盲审稿,而大多数高校自然科学学报可以实行单盲审稿.  相似文献   

科技期刊编辑如何把好论文的学术质量关   总被引：6，自引：2，他引：4  

徐红 《编辑学报》2006,18(4):260-261

科技期刊的编辑在处理稿件的过程中,首先要选择好审稿人,对于返回的审稿意见要准确把握;要起好作者与审稿人之间的桥梁作用,使作者与审稿人之间有适当的意见交流;要在编校过程中积累经验,注意对文章中试验材料和方法、图表、数据以及参考文献的审读与加工.  相似文献   

网格环境下个人数字图书馆信息检索策略   总被引：10，自引：1，他引：10       下载免费PDF全文

张银犬  朱庆华 《中国图书馆学报》2007,33(3)

P2P技术和Z39.50协议在个人数字图书馆信息检索策略模型中有机结合,有助于充分实现分布式个人数字图书馆的检索、交互功能。构建P2P个人数字图书馆网络,实现个人数字图书馆信息检索,需要利用中间件技术将P2P技术、Z39.50协议(包括SRW/SRU)和个人数字图书馆软件捆绑在一起。图2。参考文献13。  相似文献   

Students' perceptions of fairness in peer assessment: evidence from a problem-based learning course     

Ana Carvalho 《Teaching in Higher Education》2013,18(5):491-505

This paper describes the experience of peer assessment in a problem-based learning course in a Portuguese university, and presents the results of a survey of 120 students who attended the course over seven semesters. Cluster analysis revealed that students group into two distinct clusters with significantly different experiences of peer assessment. Although the larger cluster (70%) expressed a positive experience, the other group perceived peer assessment results and final marks to be unfair, and reported incidents of friendship-marking and conflict arising from peer assessment. Results show that perceptions of fairness (both regarding peer assessment and final marks) are very much associated with those problems. We reflect on these findings to explore implications for practice as well as future research.  相似文献   

Enhancing the pedagogical value of multimedia products in higher education     

Kym Fraser 《International Journal for Academic Development》2013,18(1):60-65

Abstract

In higher education settings two aims of multimedia development and use are: to enhance student learning by changing the nature of the curriculum experience, and to improve the teaching environment. This paper proceeds from the premise that the involvement of academic developers in the production of multimedia projects has the potential to enhance the pedagogical value of the final product. The evaluation of multimedia projects is considered in relation to five issues: conceptual need, students, medium, integration, and relation to existing products. Also presented are associated questions which can be used to explore each issue, and corresponding techniques which can be used to answer those questions. Suggestions are made for ways in which academic developers might create opportunities to work on multimedia development, and specific journals are suggested to assist developers in becoming familiar with the field.  相似文献   

Peer development as an alternative to peer observation: a tool to enhance professional development     

Jenny Byrne  Hazel Brown  Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228

Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.  相似文献