Using what we know: Consequences of intentionally retrieving gist versus item-specific information.

The effect of a prior gist-based versus item-specific retrieval orientation on recognition of objects and words was examined. Prior item-specific retrieval increased item-specific recognition of episodically related but not previously tested objects relative to both conceptual- and perceptual-gist retrieval. An item-specific retrieval advantage also was found when the stimuli were words (synonyms) rather than objects but not when participants overtly named objects during gist-based recognition testing, which suggests that they did not always label objects under general gist-retrieval instructions. Unlike verbal overshadowing, labeling objects during recognition attenuated (but did not eliminate) test- and interference-related forgetting. A full understanding of how retrieval affects subsequent memory, even for events or facts that are not themselves retrieved, must take into account the specificity with which that retrieval occurs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高校信息公开与保密工作的创新思考

随着高校推行信息公开,如何管理涉密信息成为信息公开的一个重要环节。因此,怎样正确处理好高校信息公开与保密的关系,既全面推行信息公开,又保障国家秘密是高校当前的一个十分紧迫而重要的两难问题。     

Micro-persistence and difficulty in a game-based learning environment for computational thinking acquisition

Persistence has been identified as a crucial quality of learning. However, it is hard to attain in online game-based environments as the drive to progress in the game may influence the ability to achieve the learning goals. This study aimed to examine the associations between micro-persistence, that is, the tendency to complete an individual task successfully, and task difficulty while acquiring computational thinking (CT). We further explored whether contextual or personal attributes better explain micro-persistence. We analysed data of 111 school students who used the CodeMonkey platform. We took a learning analytics approach for analysing the platform's log files. We found that micro-persistence is associated with task difficulty and that students who demonstrated an aptitude to learn new material are motivated to achieve the best solution. We also found that contextual variables better-explained micro-persistence than personal attributes. Encouraging micro-persistence can improve CT acquisition and the learning processes involved.     

基于层次认知模型的大学计算机课程多元混合教学模式设计与实施

根据计算思维理论中从知识到能力转变的递进过程,构建了基于层次认知模型的多元混合式教学课程体系和教学模式,并以大学计算机课程为例,以学生自主学习和协作学习为教学出发点,开发、整合出优质教学资源,设计了多样化教学活动,以培养学生综合应用计算机的软硬件知识解决本专业的实际问题为目的,最终应用到“SPOC+翻转课堂”混合教学中,达到教学目标。     

Developing human factors/ergonomics as a design discipline

This paper deals with internal challenges that the human factors/ergonomics (HFE) research faces when wishing to strengthen its contribution to development of work systems. Three established characteristics of high-quality HFE, i.e., HFE takes a systems approach, HFE is design-driven, and HFE focuses on two closely related outcomes, performance and well-being, are taken as a starting point of a methodological discussion, in which conceptual innovations, e.g. adopting the technology-in-use perspective, are proposed to support development of HFE towards the high-quality aims. The feasibility of the proposed conceptual choices is demonstrated by introducing a naturalistic HFE analysis approach including four HFE functions. The gained experience of the use of this approach in a number of complex work domains allows the conclusion that becoming design-driven appears as that most difficult quality target for HFE to reach. Creating an own design discipline identity in a multi-voiced collaboration is the key internal challenge for human factors/ergonomics.     

通过解决数学问题培养学生的发散思维能力

在数学教学中,遵循“超常规、求变异”的发散思维方式,把握“流畅性、变通性、创造性”的发散思维特征,正确选择发散点,精选数学问题,通过解决数学问题培养学生的发散思维能力。     

强化质量意识 提高市场竞争力

介绍了企业在面临国际陶瓷市场竞争激烈的形势下，努力转变发展思路，拓宽市场，强化质量意识。根据市场变化，生产适销对路搞档优质陶瓷产品，增强产品的市场能力，提高了企业的经济效益。     

基于计算思维的计算机网络教学改革探索

计算思维作为一种先进的教育理念,对计算机专业人才培养提出了新的要求。结合计算机网络课程特点,分析了计算思维与计算机网络课程教学的内在关系,提出了将计算思维融入计算机网络课程教学的改革方案,并以实例阐述了基于计算思维的教学方法设计。该方案能有效提高学生的计算思维能力,为高校培养计算机专业人才提供了教学改革新思路。     

以培养计算思维为核心的高职高专计算机基础课程教学内容优化探究

根据当前高职高专计算机基础课程教学的现状,分析了计算机基础课程教学存在的问题,提出了以培养"计算思维"为核心的高职高专计算机基础课程教学内容、实践环节、考核方式等教学优化的改革目标与方案。