共查询到20条相似文献，搜索用时 218 毫秒
1.
汪正彬 《重庆第二师范学院学报》2011,24(6):120-123
旅游市场细分是将整个客源市场按不同的消费需求、不同的消费类型和不同的消费特点划分为不同类别的子市场．而把旅游需求基本相同的消费者群体作为一个市场群的管理过程。本文运用单因素细分法,从游客旅游动机、人口学特征、出游行为、满意度及重游愿望等四个维度对自贡市旅游市场进行细分,确定细分市场地位,对细分市场进行评价。并在此基础上提出相应的对策和建议。 相似文献
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王敏芳 《湖南师范大学教育科学学报》2011,10(4):48-52
从大学教学与大学教育满意度、大学科学研究素养培养与大学教育满意度、大学管理与大学教育满意度、大学氛围与大学教育满意度、硬件设施与大学教育满意度5个维度进行了探索。通过对全国各地高等院校的本科生进行问卷调查,将样本数据进行计量分析,从而得出相关结论及政策建议。 相似文献
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通过对社会资本、高职学生创业意愿的相关文献进行系统的梳理,界定了社会资本的概念和维度,探索性地提炼出社会资本对高职学生创业意愿的影响的概念模型。对江苏地区八所具有典型性的高职院校中330名大三毕业生进行问卷调查,使用SPSS18.0对样本数据分析与AMOS7.0对概念模型进行实证分析。研究结果表明:家庭社会资本与高职学生创业意愿的影响不明显、大学生自身社会资本及外部社会资本与高职学生创业意愿显著正相关。最后,针对实证分析结果提出了相关的对策和建议。 相似文献
4.
数字导向决定着企业数字化转型战略的实现,因此成为理论研究热点。然而已有文献仍缺乏对相关概念的测量模型以及相应的实证检验。研究根据主流数字导向概念与结构维度模型,提出符合我国企业数字化战略转型实际的数字导向概念模型,并开发了相应的测量问卷。采用828个企业样本数据进行统计检验,结果表明数字导向的三维度测量模型具有良好的信度和效度,同时,数字导向三个维度即数字创业导向、数字市场导向、数字学习导向与企业的创新绩效和组织绩效之间存在显著的正相关关系。 相似文献
5.
唐莉芳 《临沂师范学院学报》2011,(6):116-120
根据知识转移的一般过程,从社会网络视角出发,不同于以往研究中二元维度的分析,从网络结点能力、网络关系和认知、网络结构三个维度提出了影响战略联盟网络组织中知识转移绩效的关键影响因素,并深入分析各个关键因素的细分变量对知识转移绩效的影响作用机理．最后提出战略联盟网络知识转移影响因素的相关假设和概念模型,为下一步对假设的验证做铺垫。 相似文献
6.
在总结和吸取以往消费者购买行为研究成果的基础上,结合当前电子商务的发展、网络评价体系现状,进行数据建模和实证研究通过分析淘宝网的店铺评论数据,研究正面评论与负面评论对销量的影响,并以100名济南大学生为调查对象,获得样本数据,从产品内部、产品经济、产品外部、产品纠纷处理这四个因素来研究对消费者购买行为的影响.提出七个假设,并对假设进行一一验证,最终得出网络评论内容和质量与消费者网购行为之间的关系. 相似文献
7.
智能时代亟须培养大批多样化创新人才,迫切要求教育教学模式加快变革创新,实现大规模个性化的教育.智能技术以智能教育产品为载体,为规模化因材施教提供了有效的支撑.为探索智能技术助力因材施教的实践路径,形成科学"识材"、精准"施教"、促进"发展"的有效手段,文章首先分析了智能时代规模化因材施教的必要性与可行性,并从"识材""施教""发展"三个层级出发分析了智能技术助力因材施教的教学模式和相关支撑技术框架;其次,以教育部备案的因材施教相关教育App现状数据为基础,从学段维度、学科维度、用户维度、细分场景四个方面对因材施教相关产品和行业特点进行深入分析;最后,从六个方面对因材施教相关行业的发展趋势及启示进行了总结. 相似文献
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大学英语教学中跨文化意识培养影响因素的实证研究 总被引：1，自引：0，他引：1
本文首先对文化与语言的含义及其关系进行了分析,其次时跨文化交流中的跨文化意识进行了探讨,提出跨文化意识的培养对跨文化交流至关重要.在179份有效样本数据的基础上,利用SPSS统计分析软件,通过主因子分析和相关关系分析,我们得出了与学生跨文化意识培养关系最密切的三个分别是教师意识、学生的接受意愿和能力以及教学内容. 相似文献
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Studies suggest that people who cheat on a test overestimate their performance on future tests. Given that erroneous monitoring of one's own cognitive processes impairs learning and memory, this study investigated whether cheating on a test would harm monitoring accuracy on future tests. Participants had the incentive and opportunity to cheat on one (Experiments 1, 2, and 3, with N = 90, 88, and 102, respectively) or two (Experiment 4, N = 214) of four general-knowledge tests. Cheating produced overconfidence in global-level performance predictions in Experiment 2 (Cohen's d ≥ 0.35) but not in Experiments 1 or 4. Also, cheating did not affect the absolute or relative accuracy of item-level performance predictions in Experiments 3 or 4. A Bayesian meta-analysis of all experiments provided evidence against cheating-induced overconfidence in global- and item-level predictions. Overall, our results demonstrate that people who cheat on tests accurately predict their performance on future tests. 相似文献
12.
Helen Saddler 《Journal of Research in Special Educational Needs》2014,14(3):145-152
As a result of their high contact time with children, particularly children identified with special educational needs, it is widely acknowledged that teaching assistants (TAs) have great influence on pupils' education (Balshaw). However, recent research into the impact of TAs on pupils' learning has questioned TAs' usefulness in improving pupils' learning (Blatchford, Bassett and Brown; Higgins). This paper argues that TAs' influence on pupils' education has not yet been researched effectively. Previous research has primarily focused on determining TAs' influence on pupils' achievement in terms of academic outcomes and has neglected to explore social outcomes. Two interconnected literature bases are reviewed in this paper; the current research exploring TAs' role and influence on pupils' learning is first explored, followed by a critical discussion of the literature regarding the process of social inclusion in mainstream primary schools. This paper concludes that for TAs' influence on pupils' learning to be effectively researched, TAs' influence on the process of social inclusion must be researched within mainstream primary schools. 相似文献
13.
Bharath Sriraman 《Interchange》2008,39(4):483-492
In this commentary, some remarks are offered on David Pimm, Mary Beisiegel, and Irene Meglis’ article “Would the Real Lakatos
Please Stand up.” The commentary focuses on relatively recent developments in the philosophy of mathematics based on the work
of Lakatos; on theory development in mathematics education; and offers critique on whether Lakatos’ Proofs and Refutations (1976) can be directly implicated in mathematics education.
“Nature and nature’s laws lay hid in night; God said, Let Newton be! and all was light.” (Pope, 1688-17441)相似文献
14.
人性研究学术观点综述 总被引：4，自引：0，他引：4
王志义 《内蒙古师范大学学报(哲学社会科学版)》2004,33(2):38-40
中国古代人性论可归结为性善论、性恶论、性无善恶论、性亦善亦恶论四种观点。外国人性论可归结为人性平等论与人性利益论、人性神性论与人性禁欲论、人性利益论与人性需要论、人性理性存在论与人性自然属性论、马克思主义人性论五种观点。笔者还介绍了王海明先生新人性善恶论。 相似文献
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Building on the papers in this special issue as well as on our own experience and research, we try to shed light on the construct
of example spaces and on how it can inform research and practice in the teaching and learning of mathematical concepts. Consistent with our
way of working, we delay definition until after appropriate reader experience has been brought to the surface and several
‘examples’ have been discussed. Of special interest is the notion of accessibility of examples: an individual’s access to example spaces depends on conditions and is a valuable window on a deep, personal,
situated structure. Through the notions of dimensions of possible variation and range of permissible change, we consider ways in which examples exemplify and how attention needs to be directed so as to emphasise examplehood (generality)
rather than particularity of mathematical objects. The paper ends with some remarks about example spaces in mathematics education
itself. 相似文献
17.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
| Orit HazzanEmail: |
18.
Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities
on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant
and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative
effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than
others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points
to implications for institutional policies and programs that may be effective in fostering desired college outcomes.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement,
and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Shaoqing Li is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree
in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information
technologies, learning theories, and institutional research. 相似文献
19.
随着博士招生规模的扩大，博士生教育质量问题受到各方关注。导师作为博士生培养中最直接且关键的因素，对博士生的科研创新能力发挥着重要影响，但鲜有严谨的实证研究阐明其影响机制。基于2016年首都高校学生发展状况调查的数据，采用处理效应模型控制学生选择导师的内生性后，估计了导师对博士生科研发表的影响。研究发现，导师的学术指导显著正向影响博士生科研产出，这种影响主要通过作用于博士生科研参与实现，而导师的社会资本对博士生的科研产出存在负向影响。导师学术指导的正向影响更多体现在理工类博士生群体中，导师社会资本的影响更多体现在人文社科类博士生群体中。 相似文献
20.
Po Yuk Ko 《Educational Action Research》2019,27(4):543-563
ABSTRACTLesson Study and Learning Study are popular teacher professional development models across the world. Drawing on an extensive review of research and literature, this paper aims to identify the features of the two models to contrast and establish their similarities and differences particularly with regard to their application in practice. The paper focuses on their impact on teaching and learning as well as the rationale behind the process of Lesson Study and Learning Study. Four major distinctions between the two models are revealed: ways of identifying a topic for teaching, views and methods for understanding student learning, the focus of teacher collaboration on lesson design and implementation, and the overall instructional design. The paper concludes that the two models appeal to different practitioners depending on their aims and objectives in teaching and learning as well as their broader perspectives on education. In addition, this paper suggests that the two models could complement each other to improve the effectiveness of teaching and learning in different contexts. 相似文献