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After decades of research into formal or logical fallacies of reasoning, psychologists have only recently begun to examine the informal reasoning fallacies that are routinely present in critical discussions, debates, and other forms of argumentation. The present study considers several possible influences on an ability to identify and analyze these fallacies. College students completed measures of deductive reasoning, personal epistemology, and knowledge of specific argumentation norms and analyzed arguments containing fallacies such as argument from ignorance, begging the question, and slippery slope. Results indicated that effective analysis of informal fallacies was associated with some aspects of deductive reasoning—especially an ability to overcome belief bias—and with higher-order epistemic beliefs, as well as a commitment to argumentation norms for critical discussion. Results are discussed in terms of argumentation research and implications for pedagogical treatments of the fallacies are noted. 相似文献
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鉴于工程实践中项目的不确定性状态,以梯形模糊数的等效参数形式表达项目各项活动的持续时间,开展基于改进的模糊关键路径法(FCPM)的施工动态规划研究。有机整合向量的范数相似度和方向相似度,提出了向量集成相似度排序算法,有效地解决了关键路径识别中梯形模糊数的排序问题;采用修正的模糊减运算标准算法成功消除了模糊时间参数计算过程中的不可行解问题,并实现了对模糊状态下项目网络关键路径动态变化轨迹的刻画。实证分析证明,改进的FCPM求解施工动态规划问题具有合理性和有效性。 相似文献
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中国特色本科教学评估建设的路径选择——我国高等教育评估25年检视 总被引：1，自引：0，他引：1
我国正式加入国际教育评价协会已近25载,我国高等教育评估经历了试点和全面展开两个阶段,并取得阶段性成果.建设"中国特色"的高等教育评估制度应该选择以下路径:加强高等教育的分层研究;改变评估"立法懈怠"和立法滞后的状态;重视评估中的"主体缺位"现象;抵制夸大"中介评估"的作用.同时需要注意评估方式选择与评估定位相悖、评估队伍结构不合理、评估指标内涵模糊等现象. 相似文献
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徐忠兰 《天津职业院校联合学报》2007,9(3):143-144,F0003
企业在项目运营中如何科学管理,取得更好效益,是管理者必须重视的问题,企业项目管理,运用CPM关键路径法进行系统分析研究,可以找出关键工作路线和管理的关键点,提高管理工作效率。 相似文献
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项目工程工期风险评估是项目风险控制与科学管理中的基础环节。考虑到工程项目建设的模糊性和随机性,文章提出了一种用于工程项目风险评估的区间网络计划方法。它将网络计划评审与区间分析方法相结合,可以相对合理的给出关键线路的判断,从而以区间数的形式给出工程项目完成的日期。它比传统方法更有弹性,更能反映工程项目施工的实际情况,从而为施工单位合理安排施工提供更加可靠的判断。 相似文献
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Along with the COVID-19 outbreak, which has been a global threat for public health, the unconfirmed information about the pandemic in circulation has become another threat. Hence, it has become important to improve public understanding of science with a focus on explaining the nature of uncertainty in science and its impacts. The goal of the present study was to explore pre-service teachers’ analysis of claims related to the COVID-19 pandemic throughout an 8-week online implementation of a pre-service teachers’ analysis task, focus group interviews, and instructor’s feedback to this analysis in a course focusing on critical and analytical thinking. In order to achieve this purpose, the researchers used the claims that contain fallacies, conspiracy theories, and scientific arguments related to the COVID-19 pandemic as an assessment tool. The researchers developed and used a rubric consisting of the high, moderate, and low levels of analysis in three different categories including evaluation of claims, demarcation of fallacies and conspiracy theories from scientific arguments, and judgment of the credibility of sources. The findings indicate that the participants analyzed the claims rarely at a high level before the focus group interviews. However, after the focus group interviews, almost every participant’s analysis scores of evaluation, demarcation, and judgment increased. The results also revealed their commitment to various fallacies and conspiracy theories while arguing the claims. Concluding remarks are made for the further implications of teaching critical evaluation of claims based on evidence.
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During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision. 相似文献
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There continues to be an increasing number of four‐year‐old children in reception classrooms in the UK. The child‐school incorporation process is a dynamic, multifaceted, interactive and poorly understood phenomenon. This paper summarises the pilot stage of a project that investigated this critical period in the life histories of a group of children. The project viewed the researcher, teacher, parent and child as collaborators in an illuminative process. There is a need to challenge the notion that the child simply ‘adjusts’ to school. Children are most likely to be under stress during the first weeks of school when the reduplicated rites of separation, transition and incorporation are going on. Appropriate changes and real improvements in policy, provision and practice need to be based upon a cognizance of the lived experiences of these rites for all the participants. 相似文献
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许宁 《常熟理工学院学报》2020,(2):79-86
运用求最短路的Dijkstra算法、最小支撑树的破圈法等思想,结合统筹图的特征,给出求统筹图关键线路的两种图上作业法:统筹图的Dijkstra标记法和破圈法. 相似文献
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移动机器人路径规划是目前实验教学中学生最为感兴趣的创新实验项目之一。为在程序运行的不同阶段让蚁群算法和人工势场法发挥各自优势,利用人工势场法对蚁群算法进行了改进,引入势场启发因子,使改进后算法能够较为快速地规划出一条较优的全局路径,并在实验室环境下对改进算法进行了仿真分析与验证。该实验项目有效地训炼了学生的编程能力和培养了创新思维。 相似文献
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Science & Education - The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education... 相似文献
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韩军喜 《商丘师范学院学报》2004,20(3):27-29
谬误研究是逻辑学研究的理论难点和前沿课题。历史上曾就谬误的定义和分类形成不同的观点。本文在分析这些观点的基础上指出，结合论证评估进行谬误研究才是建立逻辑谬误理论的正确途径，并初步给出了论证评估的三条基本原则和一种新的谬误分类体系。 相似文献
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Jan Van Ongevalle Steff Deprez Iris Jane‐Mary Chimbodza 《Environmental Education Research》2011,17(4):433-449
Within the first year of the Secondary Teacher Training Environmental Education Project (St2eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non‐sustainability of the project due to its over‐reliance on its international donor. In response to this challenge, a process of critical self‐reflection through self‐assessment workshops was started to give an opportunity for key project stakeholders to explore the challenge of project sustainability. Applying the principles of expansive learning theory to St2eep’s reflection processes, this paper shows how the contradictions that emerge from the interaction between different project stakeholders can be powerful sources for learning. This has resulted in new forms of activity to address the challenge of project sustainability in St2eep. The insights of this paper may be useful for other donor‐funded environmental education projects that are confronted with the challenge of project sustainability. 相似文献
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吴双 《内江师范学院学报》2008,23(10):48-51
利用关键路径法和关键链法解决大型工程项目建设管理中的问题,分析AOE网络中寻找关键路径和关键活动的方法,介绍了在约束集理论上的关键链法的基本思想,并指出根据不同项目建设需求,在大型工程项目建设管理中对关键路径和关键活动方法的应用． 相似文献
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GIS-Based Simulation of Engineering Construction Schedule 总被引：1，自引：0，他引：1
For its complexity, engineering construction schedule design is limited by various factors. Simulation-based engineering construction schedule takes critical path method （ CPM ） network as frame and calls complex cyclic operation network （CYCLONE） simulation model enclosed in advance for its simulation nodes. CYCLONE simulation model takes charge of simulating stochastic duration of activity and efficiency of resources, while CPM model performs project scheduling. This combination avoids the shortcomings of both models. Furthermore. geographic information system （ GIS ） technique is utilized to visualize the construction processes which are otherwise difficult to be understood by static results described. Application in practical project verifies the feasibility and advantage of the technique. 相似文献
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《Learning and Instruction》2003,13(4):367-380
Informal reasoning fallacies are arguments that are psychologically pervasive but logically incorrect. The aim of this study was to test the hypothesis that students’ ability to identify the fallacies is associated with a process of text comprehension, specifically with a sub-process of inference during text comprehension. One hundred and eighty four high school students from three grade levels of an urban heterogeneous high school in Israel participated in the study. The students were asked to complete informal reasoning fallacies and text comprehension tasks. It was found that performance in the text comprehension tasks significantly predicted students’ ability to identify the fallacies. 相似文献
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This article draws upon Rancière’s concepts of the ‘distribution of the sensible’ and ‘dissensus’ in order to explore some of the tensions and processes at work in a multi‐year school change project that sought to transform a school through the ‘urban arts’. Building on student interest in extracurricular Hip‐Hop and street art programming, the school tried to integrate the urban arts across the curriculum through a partnership with local arts organisations and university researchers. While there were a number of project successes, the project also faced significant resistance, which in Rancière’s terms might be inevitable since the project tried to transform the dominant ways of doing and making in the school, displacing those who no longer saw themselves reflected. We understand the tensions in light of the disruptive power of street art and Hip‐Hop culture, but also as manifestations of antiblackness in education. Using data from a three‐year critical ethnography, we share a series of narrative vignettes which unpack the role of the visual arts in challenging the distribution of the sensible at the school, and offer insight into how teachers might have been better invited in as participants in dissensus. 相似文献
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Helen Colley 《British Educational Research Journal》2014,40(4):660-681
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it. 相似文献