动态全参数自调整BP神经网络预测模型的建立   总被引：8，自引：0，他引：8  

李晓峰 《预测》2001,20(3):69-71

本文从减少干预的思想出发，提出了BP神经网络动态全参数自调整学习算法，使得隐层节点和学习速率的选取全部动态实现，实现了学习速率和网络的适应能力，最后又将改善后的BP神经网络应用到经济领域中，得到了比常规经济学模型更优的效果。  相似文献   

多元文化背景下的自我价值与身份建构——论任碧莲的《典型的美国佬》     

魏琴 《青海师范大学学报(哲学社会科学版)》2011,33(6):98-101

当代华裔女作家任璧莲的成名作《典型的美国佬》被认为是新一代华裔美国文学的代表作。小说着意刻画了多元文化背景下人物的身份问题并对其进行了新的诠释。本文主要是通过分析主人公自我的体现,即对中国传统价值的认同和对美国梦的不同理解与追求方式,来探讨自我与美国梦对人物流动身份的影响,同时关注了作品开放式结局的寓意所在。  相似文献   

社会工作视角下的高校思想政治教育新模式   总被引：1，自引：0，他引：1  

刘芳  王宁 《四川教育学院学报》2011,27(5):6-9

借鉴社会工作＂助人自助＂的价值观,运用社会工作专业辅导关系,采纳以处理＂关系＂为核心的社会工作服务主题,引进个案工作、小组工作、社区工作等社会工作方法,是新形势下思想政治教育改革创新的新途径。  相似文献   

The disaster of the ‘self‐managing school’ – genesis,trajectory, undisclosed agenda,and effects     

John Smyth 《Journal of educational administration and history》2011,43(2):95-117

Sometimes an educational idea is inexplicably adopted around the world with remarkable speed and consistency and in the absence of a proper evidence base or with little regard or respect for teachers, students or learning. This paper examines what has arguably been the most contentious and virulent educational reform of the past half‐century. Variously labelled, in what amounts to the self‐managing school, what this reform has done is virtually dismantle public education and privatise it without public debate or proper scrutiny. This paper considers the alleged claims by the enthusiastic proponents and examines what has subsequently transpired, particularly in respect of the most disadvantaged students and the broader mission of improved learning.  相似文献   

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy     

Elie Tuchman  Jenny Isaacs 《教育心理学》2011,31(4):413-433

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.  相似文献   

Supporting minority students through a reflexive approach to empowerment     

Amanda Keddie 《British Journal of Sociology of Education》2011,32(2):221-238

Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality.  相似文献   

Parents' involvement in adolescents' schooling: a multidimensional conceptualisation and mediational model     

Sukkyung You  Julie T. Nguyen 《教育心理学》2011,31(5):547-558

This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control.  相似文献   

Self‐determined motivation and social achievement goals in children’s emotions     

Athanasios Mouratidis  Aikaterini Michou 《教育心理学》2011,31(1):67-86

In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective.  相似文献   

工匠精神背景下科技期刊青年编辑的自我培养     

辛亮  黄雅意  黄锋 《编辑学报》2019,31(1):100-101

编辑的工匠精神是保证和提升期刊质量的关键。针对科技期刊青年编辑的特点,结合工匠精神的内涵,从青年编辑自身出发,提出了自我培养的3个步骤:尚匠心——职业精神的养成;事匠艺——职业技能的修炼; 做匠人——职业生涯的升华。  相似文献   

我国职业篮球运动员的自我管理研究     

李成梁 《北京体育大学学报》2018,41(7):111-118

摘要：目前,我国竞技篮球职业化经历了20多年,职业球员的管理仍然沿用传统的组织管理模式——集训制管理,尽管其优势明显,但其管理方法、手段与人本管理理念相悖,与篮球职业化进程不符。基于此,本文运用文献法、问卷法、访谈法、观察法以及数理统计法等对我国职业篮球运动员的自我管理问题进行研究。研究表明：我国职业篮球运动员的自我管理由职业生涯规划管理、目标管理、时间管理等九个要素构成;不同要素上职业球员的自我管理能力均存在着不足;影响我国职业篮球运动员实现自我管理以及球员自我管理能力不足的因素主要有组织管理因素、个体因素、社会环境因素、他人影响因素以及工作任务因素。提出职业篮球运动员的自我管理理论并进行了实证,能够在理论和实践上为我国竞技体育管理制度改革提供参考,为进一步完善我国运动员管理的理论体系做出贡献。  相似文献