基于.NET三层架构的高校学生管理信息系统设计与实现

通过探索高校学生管理信息系统的设计及实现方式,以期推动高校学生管理工作的系统化、规范化、信息化和科学化进程,提高高校学生管理和服务水平.在系统实现上,采用三层B/S结构和模块化设计思路,从而大大提高系统的安全性和可维护性.     

中职院校Photoshop教学的探索与创新

随着计算机信息技术的发展以及个人电脑的普及,运用计算机图像处理软件进行平面设计已经不再是什么新鲜的事物了。由于中职学校的学生文化知识的掌握情况普遍较低,其学习的主动性和创造性也不是很高。很多学生对于中职学校开设的Photoshop理论课程兴趣度并不高,而仅仅局限于实际的上机操作。但是一些教师在进行Photoshop教学的过程中,传统的教学思想和手段常常导致了学生只会模仿教材中的例子来进行操作,虽然一些学生的成绩比较好,但是在他们就业之后却暴露出了实际操作能力低,创新能力不足等问题。因此作为中职教师,我们必须从学生出发,对Photoshop课程教学进行改革与创新。     

A Survey of World Wide Web Use by Freshman English Students

ABSTRACT

Freshman English Bibliographic Instruction (BI) students were surveyed about their usage of the World Wide Web (WWW). The survey sought to determine the WWW use patterns of the students, the perceived expertise level of the users, their views on the utility of the WWW, and the students' general satisfaction with it. The results indicated that students lack the searching and critical thinking skills needed to use the WWW effectively for research. Therefore BI programs should adopt a multi-layered approach in order to teach these skills to students.     

Where Does It Fit In? The Use of Print Reference in Upper Division Library Instruction

The purpose of this research study is to identify whether academic librarians teach upper-division students about print reference resources, and how they teach students to use them. Questionnaires were sent to library instruction and reference services e-mail discussion lists. After analyzing results, researchers found that responses focused on the themes of pro-print, pro-electronic, relevance to instruction, collection development, and marketing. Using print reference in library instruction is related to the type of research assignment and electronic format availability. Librarians may want to consider engaging students in hands-on use of print and electronic reference material, so students are able to navigate the breadth of information sources.     

It Takes a Library to Support Distance Learners

ABSTRACT

The Rochester Institute of Technology Wallace Library's philosophy is to create and provide resources and services that will support all users. Consequently, distance learners and distance faculty have a plethora of online resources available to them, some of which are “pushed out,” saving time and effort for the library user. The evolvement of Wallace's online resources is continuous, focused on the student or professor's research need from a geographic distance.     

一东省高职生学习倦怠及家庭因素影响研究——以广东水利电力职业技术学院等校为例

为了解当前广东省高职生的学习心理状况,采用量表法对不同性别、年级、学科的330名高职生进行了学习倦怠的研究。结果表明,广东省高职生的学习倦怠总体水平中等偏低,表现最突出是情绪低沉,其次是成就感低和行为回避。家庭因素,如是否独生、家庭经济水平、父母是否健在、父母文化水平对学习倦怠均有显著的影响,父母的婚姻状况对学习倦怠没...     

Detecting letters in continuous text: Effects of display size.

In three letter detection experiments, subjects responded to each instance of the letter t in continuous text (a) typed in a standard paragraph, (b) typed with one to four words per line, or (c) shown for a fixed duration on a computer screen either one or four words at a time. In the multiword and the standard paragraph conditions, errors were greatest and latencies longest on the word the when it was correctly spelled. This effect was diminished or reversed in the one-word conditions. These findings support a set of unitization hypotheses about the reading process, according to which subjects do not process the constituent letters of a word once that word has been identified unless no other word is in view. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

针对大学生学业焦虑的情感书写心理训练

大学生在学业生涯中课堂学习、课后作业、考试等各个学习环节最为频繁而强烈体验到的负性情绪是焦虑。学业焦虑带给大学生很大的困扰,影响了他们的正常学习及身心健康。运用情绪书写范式来改善学生的焦虑状态,在研究中要求被试在连续5 d的时间里,记录一件正在令他们在学业方面感到焦虑的事件。一方面让被试记录当时的各种情绪体验,使得他们能清晰地识别、表达自己的各种情绪,使原本内隐的各种情绪得到梳理明晰;另一方面让被试对情绪背后的深层原因及如何应对做深入的思考和分析。试图通过情感和认知的共同作用最大化发挥情感事件记录的功能。研究结果也证明了实验组被试通过对焦虑事件的记录,学业焦虑状态得到了减缓,同时他们的学业控制感得到了提升。     

基于“四会”目标的市政工程专业研究生培养模式的研究

文章从基于"四会"目标的市政工程专业研究生培养模式的内涵,基本构架,实施的基础、理念和态度,实施的保障体系,实施的监督体系,实施所取得的主要成效等六个方面,对该培养模式进行了介绍,旨在提高市政工程专业研究生的综合素质和培养质量,力求研究生的培养与社会发展相适应。     

基于因子分析的高职学生学习态度研究

应用因子分析方法,研究高职院校学生的学习态度,发现学生学习态度的认知、情感、行为因素发展不均衡,其中认知因素得分相对较高,情感因素次之,行为因素得分最低。为此,需要加强学习目的教育,提高学生的认知水平;增强成功体验,培养学生的健康情感;花大力气矫正学习习惯,训练学生的良好学习行为,从而保证学生顺利完成高等数学的学习任务。