大学生英语学习倦怠研究

学习倦怠是一种消极的学习心理.大学阶段是学生的英语实际运用能力听、说、读、写、译等培养和发展的关键期,如果此时对英语学习产生倦怠,不但影响学生的英语实际运用能力的培养,也会对学生未来的工作和发展带来不良影响.研究大学生的英语学习倦怠现状及其成因,探索消除大学生英语学习倦怠的有效途径,对提高大学生英语学习成绩,推进大学英语教学,具有重要的现实意义.     

大学生党员政治理论学习的三原则、七途径

学习是人类社会发展进步的阶梯.胡锦涛同志指出: "勤奋学习,是共产党员增强党性、提高本领、做好工作的前提."党章规定的八项义务第一条就是对学习的要求,可见加强党员学习的重要性.大学生党员是中共党员的一部分,是大学生群体中的先进分子,是广大学生的表率,是一个特殊群体,是发展社会生产力和建设中国特色社会主义的主力军.他们的政治理论水平的高低不仅影响在校其他学生的政治理论素质,也对今后他们工作的各条战线有影响,因此,加强大学生政治理论学习非常必要.     

试论大学生的奉献精神

奉献精神是指个人与他人、集体、国家之间存在的一种纯洁高尚的道德义务关系,是评价人生价值的基本标准之一."全心全意为人民服务"是中国共产党的宗旨,讲的也是奉献精神.大学生作为中国新一代的接班人,作为综合素质较高的一个群体,更应当作实践奉献精神的表率.随着社会的发展,时代的进步,改革开放的深入进行,社会主义市场经济改革产生了多种经济结构,必然产生不同的思想;同时西方思潮和各种价值观随之涌入校园,也影响着大学生的学习、生活,甚至左右他们的言行,从整体上看,大学生价值观多数是正确的,但也存在一些偏差,尤其在对奉献精神的理解与行动上,产生了一些不容忽视的问题.     

大学生心理健康问题浅探

解决随着我国大力发展教育事业,高等院校招生规模不断扩大,大学生的教育管理工作也逐渐被社会重视起来.离开了紧张繁重的高中学习生活,进入到一个崭新的时期,相对轻松的学习氛围、相对陌生和自由的牛活环境、复杂的人际关系、困惑迷茫的情感问题等等都给大学生带来很大的困惑,有些甚至对学生身心的健康成长造成了极大影响,产生一系列心理问题.探究学生的内心世界,疏导他们的困惑,带领他们健康快乐的完成学业,成为国家合格建设者是每一位教职人员的使命.     

浅论当代大学生的心理危机及应对措施

随着社会价值文化多元化,尤其是改革开放以来市场经济的规则致使中国到达到了一个前所未有的状态.而处在这样一个特殊环境的大学生自然也担负了更多的竞争和责任.由此也产生了更多的心理问题,大学生心理危机已经成为了影响大学生个体发展和学校安全稳定的一个重要因素.这个时候,辅导员就是一个重要的枢纽.     

大学公共英语兴趣教学探析

大学生对英语学习兴趣的缺失是困惑大学公共英语教学的主要问题之一.文章分析了影响大学生英语学习兴趣的主客观因素,并从五个方面阐述了如何诱导、激发、培养、巩固和拓展大学生学习英语的兴趣.     

浅析加强高校思想政治教育工作的迫切性

自中共中央、国务院下发<关于进一步加强和改进大学生思想政治教育的意见>以来,全国高校切实开展各项加强大学生思想政治教育工作,在巨大挑战和巨大机遇并存的新形势下,大学生对自身整体素养有明显提高,爱国热情进一步高涨,民族自豪感得到进一步加强.但由于社会上不良现象、不良思想的影响,使一部分大学生知行背离,在思考人生价值时产生了不少困惑,个别学生甚至出现了错误的人生观,"药家鑫案"是一个典型例子.因此,认识大学生思想道德建设中所不断出现的新情况,不断注重大学生道德学习和道德教育途径和方法的创新,不断采取积极有效的措施,才能切实把"育人为本,德育为先"的教育理念和社会主义核心价值体系教育贯穿于教育的全过程.     

高等学校《计算机应用基础》课教学方法浅议

进入二十一世纪以来,计算机对人们的工作、学习和生活方式产生了极大的影响,计算机操作和应用水平已成为衡量一个人素质与能力的重要标志.目前,高校已普遍开设了<计算机应用基础>课程,但随着计算机技术的迅猛发展,用人单位对大学生的计算机应用能力要求也越来越高,这就给当前高校计算机应用基础课程的教学方法提出了新的要求.     

浅析大学生健康心理在人际关系中作用

现代社会对人才素质的要求越来越高,高校要培养高质量的人才,就必须全方位对学生进行塑造和教育,心理健康是其中不可忽视的一个重要方面.心理是否健康是影响大学生是否处理好人际关系的一个很重要的前提,如果处理不好就会使大学生产生孤独郁闷情结,甚至自杀、攻击或者杀人的行为.因此,要求教育者必须大力加强大学生的心灵陶冶和心理塑造.平素人际交往中要掌握三个原则:交换原则、交互原则,自我保护原则.我们就从这三个原则谈谈健康心理在正确处理人际关系及如何避免产生孤独郁闷情绪的重要性.     

浅析网络对当代大学生的影响

本文拟从网络对大学生的"三观"影响着手,就网络对大学生的恶与善进行分析,从而揭示网络文化多元的背景下,网络对大学生道德观、价值观产生的重要影响,以及由此产生的问题和引发的思考.     

Excavation Game: Computer-Aided-Learning Tool for Teaching Construction Engineering Decision Making

This paper reports on an interactive computer-aided-learning (CAL) tool that was developed for the education of construction engineering students: the excavation game. It builds on the large potential of using CAL in education. CAL tools could offer a better learning environment for students, as they provide an excellent opportunity for applying and testing the management skills learned in classroom, but are difficult to implement in reality. In this research, the CAL tool focuses on improving students’ decision-making skills in the aspects of excavation and related activities. These are excavation equipment, dewatering, and soil-support methods. It also covers mobilization, surveying, safety, overtime shifts, and reporting. Students compete with regard to time, cost, and quality of construction of a given project. The game flow is nonlinear as it depends on students’ decisions. Wrong decisions deviate the construction flow to a path that costs money and time, while reducing quality. This must be corrected costing extra money and time. The game was tested by senior practicing engineering and university professors. Then, it was tested by senior undergraduate construction students. Both groups agreed that the game responds, to a great extent, to the characteristics of effective CAL software, and that the information provided could not be easily assimilated or practiced through the usual tutorial or demonstration educational format. 18% of the professionals and 72% of students indicated the usefulness of the game in applying management and decision-making skills. 60–70% of students believed that it improved their technical skills in dewatering, soil-support, and excavation activities. In addition, 80% of the professionals found the game presenting realistic soil-support and excavation situations, while 72% of students became more appreciative of the interdependencies between activities.     

The stereotype of the computer scientist.

Explored the extent and nature of the characterizations applied uniquely to computer scientists by 436 undergraduate psychology students (aged 17–60 yrs) and 74 undergraduate computer science students (aged 20–24 yrs) within the stereotyped paradigm. The Adjective Checklist was used for assessing stereotypes. It was found that Ss tended to stereotype computer scientists along 2 dimensions: technological dedication and sociability. Characterizations by computer science students did not differ greatly from those of the general population; however, they did not typify themselves, as prospective computer scientists, as personally fulfilling an unsociability stereotype. Computer science respondents described themselves as more outgoing and interested in the people around them than they perceived most of the other computer scientists to be. (French abstract) (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extraversion, social cognition, and the salience of aversiveness in social encounters.

Conducted 2 studies to determine whether introverts and extraverts systematically differ in their expectations, recall, and evaluation of social encounter. In Study 1, 102 male undergraduate students (classified as either introvert or extravert based on the Extraversion scale of the Eysenck Personality Questionnaire) evaluated games on rating scales. All Ss rated the competitive game as more arousing and potentially punishing than the cooperative game, but introverts anticipated that the competitive game would be less friendly and likable than did the extraverts. In Study 2, 61 undergraduates believed they would participate in either a cooperative or a competitive game. Ss were shown slides of all other Ss (teammates and opponents), as well as bogus biographical information. Ss were then asked to recall information and evaluate each S on rating scales. Introverts recalled more information about opponents than about their own teammates and rated all Ss less positively during the competitive encounter. For extraverts, this pattern was reversed. Results are discussed in terms of individual differences in the salience of aversiveness in social encounters. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using the Computer to Develop a Better Understanding in Teaching Structural Engineering Behavior to Undergraduates

A parallel approach to the traditional method of teaching of Structural Engineering, which is based on the use of the computer, is presented in this paper. In this approach the emphasis has been shifted to developing a better understanding of the behavior of structures for which the computer plays an important role. The authors believe that the introduction of suitable methodologies for the validation of computer results and the utilization of the power of computers to facilitate a better understanding should be essential in teaching engineering students. The reflective use of computers can facilitate achieving this goal. The paper gives examples of the authors’ achievements in encouraging the interactive use of the computer in developing a different way of understanding structural behavior in undergraduate teaching, through a problem based and student centered learning approach. The paper shows how a different approach, using computers to model real world problems, can allow students to widely explore the design space and very quickly acquire a better understanding, which has traditionally been the domain of the experienced engineer. In this paper, examples of the students’ work, which demonstrates this approach is presented. Although examples presented in this paper are based on students’ work, the approach and methodologies highlighted can be equally beneficial to both graduate and experienced engineers and to the construction industry as a whole.     

Engaging students in active learning: The case for personalized multimedia messages.

The authors tested the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Students received a multimedia explanation of lightning formation (Experiments 1 and 2) or played an agent-based computer game about environmental science (Experiments 3, 4, and 5). Instructional messages were presented in either a personalized style, where students received spoken or written explanations in the 1st- and 2nd-person points of view, or a neutral style, where students received spoken or written explanations in the 3rd-person point of view. Personalized rather than neutral messages produced better problem-solving transfer performance across all experiments and better retention performance on the computer game. The theoretical and educational implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multimedia to teach urology to medical students

OBJECTIVES: To test the hypothesis that an interactive multimedia-based computer application may be used to teach urology to undergraduate medical students. METHODS: Third-year medical students rotating on their urology clerkship were studied. Student knowledge was measured with a multiple choice test administered in a pretest-post-test experimental design. The educational intervention was a multimedia-based application that presented a clinical module on hematuria, using natural language-like entries. Student attitudes toward the multimedia application were assessed by a survey. RESULTS: Twenty-three consecutive third-year medical students participated. Mean pretest and post-test scores +/- standard deviation were 35%+/-11% versus 74%+/-17%, respectively, P<0.0001. Student questionnaire responses indicated highly positive opinions that the multimedia-based module was easy to use, was fun, provided natural patient responses, had clear exercises, provided immediate feedback, was educational, and had a nonthreatening format, and that the multiple choice questions were clear and fair. CONCLUSIONS: Multimedia-based education may be used to teach urology to undergraduate medical students.     

In memoriam: Ruth B. Noller.

The field of creativity studies has lost one of its pioneers: Dr. Ruth B. Noller. As pioneering scholar and teacher in the field of creativity, Dr. Noller made numerous contributions to the emerging field of creativity. One of the most significant contributions came in the form of an experimental study that examined the effects of creativity training. This study, referred to as the Creative Studies Project (1967–1972), was carried out in collaboration with Dr. Sidney Parnes and focused on the impact of a sequence of semester-long creativity courses on undergraduate students. The results of this study provided clear evidence for the positive effects of creativity training on students’ cognitive and problem-solving skills. The success of this landmark investigation led the way to the permanent establishment of the undergraduate and graduate programs in creativity at Buffalo State. In addition to her work in creativity, Noller was a pioneer in the field of computer science. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of warning messages to modify gambling beliefs and behavior in a laboratory investigation.

This laboratory study assessed the effectiveness of warning messages intended to aid in the control of gambling. Participants were 120 undergraduate students from an urban state university who reported previous gambling activity. They were recruited to play a computerized roulette game with imaginary money. Money left at the end of play was exchanged for raffle tickets for a prize drawing. Participants were randomly assigned to 1 of 2 conditions. In the warning-message condition, participants received an educational component discussing common irrational beliefs expressed by gamblers and, while playing roulette, viewed brief messages that addressed irrational gambling beliefs. In the control condition, participants received an educational component on the history of roulette but no warning messages. Participants in the warning-message condition reported significantly fewer irrational beliefs and demonstrated less risky gambling behavior than those in the control condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specific cue reactivity on computer game-related cues in excessive gamers.

It has been posited that excessive computer game playing behavior, referred to as computer game addiction, meets criteria that have been internationally established to define drug addiction. Nevertheless, there have been no psychophysiological investigations of the underlying mechanisms available to support the characterization of excessive computer gaming as behavioral addiction. To investigate whether excessive computer gaming parallels learning processes in development and maintenance (which are assumed to underlie drug addiction), the authors obtained a psychophysiological assessment of the (learned) emotional processing of computer game-relevant and -irrelevant cues. For this purpose, electroencephalographic recordings in excessive and casual computer game players were conducted. Significant between-group differences in event-related potentials evoked by computer game related-cues were found at parietal regions and point to an increased emotional processing of these cues in excessive pathological players compared with casual players. These results are in concordance with the suggestion that addiction is characterized and maintained through sensitization of the mesolimbic dopaminergic system along with incentive salience of specific addiction-associated cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personalized Messages That Promote Science Learning in Virtual Environments.

College students learned how to design the roots, stem, and leaves of plants to survive in five different virtual reality environments through an agent-based multimedia educational game. For each student, the agent used personalized speech (e.g., including I and you) or nonpersonalized speech (e.g., 3rd-person monologue), and the game was presented via desktop computer (low immersion) or head-mounted display (high immersion). Across both levels of immersion, students who received personalized agent messages performed better on retention and problem-solving transfer tests. Although students reported higher levels of physical presence with high rather than low immersion, higher immersion did not lead to better performance on tests of retention or transfer. Students learn more deeply from computer-based simulation games when an on-screen agent speaks to them in a personalized style rather than a nonpersonalized style. (PsycINFO Database Record (c) 2010 APA, all rights reserved)