实践工程总承包之体会

介绍了目前国际上广为采用的5种工程总承包方式以及水泥工业建设项目总包工程合同管理和索赔管理的内容与要求;分析了设计单位进行工程总承包的优势所在;探讨了工程总包实施中各类风险。     

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.     

图的点可区别边染色算法研究

针对一般图设计了一种新型的点可区别边染色算法。该算法把概率思想和图染色相结合, 根据点可区别边染色的约束规则确立目标函数, 利用交换规则逐步寻优, 当目标函数的值满足要求时染色成功。给出详细算法步骤并进行了测试和分析, 实验结果表明该算法可以求出满足猜想的点可区别边色数。     

基于网络统考课程的学习支持服务构建

为满足学生在网络统考课程学习中自主学习的需要,学习支持服务系统的研究、设计构建和有效运行至关重要。各试点高校关于网络统考学习支持服务的实践和做法很多,但系统性研究和理论总结不够,作者结合工作实际尝试构建了网络统考学习支持服务体系基本框架。     

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。     

Tele‐Cocooning: Mobile Texting and Social Scope

The present study examines the tele‐cocooning hypothesis in the context of general trust using a nationally representative survey of Japanese youth. We find that although frequency of texting is positively correlated with general trust, this correlation is spuriously caused by how heavy mobile texters interpret the words “most people” in the general trust measurement. Heavy users assume that “most people” only refers to friends, family, and others going to the same school. When the effect of the “most people” assumption is controlled, the positive association between texting and general trust disappears. Further exploration of the data shows that heavy texting nevertheless has negative implications for social tolerance and social caution, both of which are theoretically proximate to general trust.