高校扩招背景下大学生心理问题易发事件及其相关因素研究

本研究用高校学生心理问题调查问卷对 16 2 4名大学生进行调查 ,并用SCL - 90量表对其中 5 80名学生进行测评 ,同时测量学生的特质性应对方式 ,探讨高校扩招背景下大学生的心理问题易发事件及相关因素。扩招后大学生自感压力最大的心理问题易发事件是感到竞争激烈、择业困难、考试不过关等 ;大部分易发事件都和SCL - 90总分及各因子分存在着极显著相关 ;应对方式和易发事件及SCL - 90总分、各因子分存在着极显著的相关。扩招后和竞争、就业、学业相关的心理问题易发事件已成为影响大学生心理健康的首要因素     

高等教育投资项目社会评价指标体系的分析与构建

我国高等教育的高速发展对高等教育投资主体和资金来源多元化提出了新的要求。如何对高等教育投资项目的经济和社会效益进行合理评价 ,这既是各投资主体关注的重点 ,也是高等院校如何加快高等教育建设步伐的核心问题。由于高等教育所具有的特殊性 ,目前 ,我国对高等教育投资项目的效益问题研究甚少 ,而高等教育投资项目的社会评价问题更是刚刚起步。本文在深入研究教育经济学及建设项目评价相关知识的基础上 ,总结了高等教育投资项目社会评价的基本特点 ,进而构建了高等教育投资项目社会评价指标体系。这对建立和完善高等教育投资项目评价理论 ,正确进行高等教育投资决策奠定了坚实的基础。     

如何培养学生的健康心理

我们的社会需要的是身心都健康的人才，而目前无论是学校还是家庭，都过多地重视学生的知识掌握和身体训练，忽视对学生健康心理的培养。为此，提出了培养学生健康心理的措施。     

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment presenting text and photos of plants on a tablet PC, either in combination with or without real plants in the physical environment. Results indicated that there were no interactions between prior knowledge and experimental condition. Students who learned with tablet PCs only outperformed students who additionally learned with real plants on a comprehension and an application test. In addition, high prior knowledge students outperformed low prior knowledge students on both tests. To investigate whether these effects were caused by the specific characteristics of the combination of photos of real plants and real plants, Experiment 2 compared the differential effects of prior knowledge on learning with the combination of texts, photos and real plants to a combination in which the photos were replaced by schematic hand drawings. Results indicated that both low and high prior knowledge students, who learned with the combination of texts, schematic hand drawings and real plants performed better on a comprehension and an application test. High prior knowledge students performed better on both tests. It is concluded that the number and type of representations used is critical for the effectiveness of mobile learning environments.     

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed.     

Evaluation of a haptics-based virtual reality temporal bone simulator for anatomy and surgery training

Introduction

Virtual reality simulation training may improve knowledge of anatomy and surgical skills. We evaluated a 3-dimensional, haptic, virtual reality temporal bone simulator for dissection training.

Methods

The subjects were 7 otolaryngology residents (3 training sessions each) and 7 medical students (1 training session each). The virtual reality temporal bone simulation station included a computer with software that was linked to a force-feedback hand stylus, and the system recorded performance and collisions with vital anatomic structures. Subjects performed virtual reality dissections and completed questionnaires after the training sessions.

Results

Residents and students had favorable responses to most questions of the technology acceptance model (TAM) questionnaire. The average TAM scores were above neutral for residents and medical students in all domains, and the average TAM score for residents was significantly higher for the usefulness domain and lower for the playful domain than students. The average satisfaction questionnaire for residents showed that residents had greater overall satisfaction with cadaver temporal bone dissection training than training with the virtual reality simulator or plastic temporal bone. For medical students, the average comprehension score was significantly increased from before to after training for all anatomic structures. Medical students had significantly more collisions with the dura than residents. The residents had similar mean performance scores after the first and third training sessions for all dissection procedures.

Discussion

The virtual reality temporal bone simulator provided satisfactory training for otolaryngology residents and medical students.     

Implementation of Web‐based argumentation in facilitating elementary school students to learn environmental issues

This research develops a Web‐based argumentation system named the Web‐based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi‐experimental design, applying WIAS to the teaching of environmental issues, including mudslides, global warming and nuclear power. Fifty‐seven elementary school fifth graders from two classes participated in this research. With each class as a unit, they were divided into the WIAS group (n = 30) and the traditional argumentation instruction (TAI) group (n = 27). Before research, all students took the pre‐test of the ‘achievement test for environmental issues (ATEI)’ and the ‘environmental literacy scale (ELS).’ Then all students received argumentation training and six classes of argumentation instruction. Students in the WIAS group performed argumentation in the WIAS, while those in the TAI group performed argumentation in a traditional classroom. After the six‐class argumentation instruction, all students took the post‐test of the ATEI and ELS. The results show that students in the WIAS group have significantly better learning effectiveness than those in the TAI group. Students in the WIAS group also exhibited significantly better improvement in their environmental literacy.     

班级管理的几点建议

班级管理工作是搞好学校各项工作的基础,接手新班重在培养优秀的班委,搞好班风建设,实施情感教育,注重提高学生的综合素质。     

中专计算机教学中如何提高学生能力水平

目前,在任何一个行业的发展中都离不开计算机。因此,中专教学中需要将计算机教学作为重点,以其为基础创新教学方法,提升学生的能力水平。就当前计算机教学中存在的问题,对如何改变教学方式、提升学生的综合能力进行了分析。