基于超效率SBM模型的中国城市生态效率时空演变及影响因素     

闫涛  张晓平  赵艳艳 《中国科学院大学学报》2021,38(4):486-493

运用含有非期望产出的超效率SBM模型,研究2005—2017年中国285个地级以上城市生态效率的时空演变格局,并运用面板回归模型探析城市生态效率的影响因素。结果表明：1）2005—2017年全国城市平均生态效率波动起伏较小,生态效率整体处于上升状态。2）尽管城市间生态效率的差异呈缩小态势,但全国地区间差异仍然较明显,东部地区的城市生态效率远高于其他地区,城市生态效率整体呈现东部地区>全国平均水平>西部地区>东北地区>中部地区的态势。3）全国城市生态效率时空格局演化特征明显。2005年生态效率较高的城市主要分布在珠三角、长三角、山东等省区,其他大部分地区城市生态效率处于较低水平;2017年城市生态效率较高的空间范围明显扩展,珠三角、长三角、山东、河南、河北、湖北和四川等地区的生态效率处于较高水平,其他地区仍处于较低水平。4）城镇化、经济发展、对外开放、科技水平和产业升级对城市生态效率的提升起着显著的促进作用,而较高的工业化比重对于城市生态效率的提升起着抑制作用。因此促进经济集约高效发展、优化产业结构、增加科技投入、加快工业升级、减少资源消耗和污染物排放应是政策制定的优选方向。  相似文献   

单粒子翻转对神经网络的影响分析与优化     

王慧玲  谢卓辰  梁旭文 《中国科学院大学学报》2021,38(6):832-840

DNN芯片作为星载芯片应用到卫星系统中时会受到太空辐照的影响,其中单粒子翻转对存储单元的干扰会使得存储器单元的参数出现错误,该错误映射到神经网络中会造成神经网络最后的输出结果出现偏差。结合单粒子翻转概率模型,对用于网络推断的神经网络的权值参数进行注错后分析实验结果准确率,从激活函数的非线性特性分析并通过实验验证具有双边抑制效果的函数容错能力更强。进一步在网络卷积层后加入BN层和在训练过程中考虑L2正则化提高网络的容错能力,并通过实验验证其可行性。  相似文献   

教师主体责任对大学生体育素质测评诚信影响的实证研究*     

廖述兵  李兆伟  邢〓丽  张红坚 《广州体育学院学报》2021,(2):120-123

通过建立高校体育素质测诚信博弈模型,就教师主体责任对大学生体育素质测评诚信影响进行了实证研究。结果表明,影响大学生体育素质测评诚信的主要原因是学生自评、互评、早操及课外活动测评的不良后果和高校教师的主体责任。创建了教师主体责任意识与大学生体育诚信素养之间的联系,并在此基础上建立博弈架构的模型,这是以教师是否注重责任导向还是利益导向为基础的。就博弈模型理论分析而言,未落实主体责任,教师监督选择将从利益最大化向成本最小化转变,纳什均衡从作弊、不严格监督向不作弊、严格监考改变。最后提出落实高校教师主体责任提高学生体育素质测评诚信,包括落实高校教师在体育素质测评过程中的主体责任,降低大学生体育素质测评诚信问题的负面作用,提供大学生诚信价值观教育的主体力量及良好基础性条件。  相似文献   

基于“五星教学模式”的课程思政教学探索——以“农产品贸易”为例     

何均琳  彭虹  林畅 《教育教学论坛》2022,(3)

课程思政的教学目标属于情感态度类目标,需要与知识和技能目标不同的教学方法和教学设计。基于梅瑞尔提出的“五星教学模式”,从有效教学理念出发,提出了适应课程思政的“五星教学+1模式”。该模式将课程思政素材融入每个阶段,以达到形成或强化态度的目的。以“农产品贸易”课程为例,介绍了该模式在线上线下混合式教学中的应用。对学生的调查和考核结果表明,这种模式实现了专业教育和思想政治教育的同向同行,有效达成了课程教学的知识目标、技能目标和情感目标。  相似文献   

基于信息技术的“采油工程”课程思政融合实践     

王飞  张士诚  马新仿  韩国庆  王雷 《教育教学论坛》2022,(6)

全球新冠肺炎疫情背景下,建立基于信息技术的线上线下混合教学模式对“采油工程”课程思政教学改革意义重大。基于“采油工程”课程特点,以信息技术推动石油行业特色课程“采油工程”的教学改革为目标,通过采用“采油工程”慕课、自主创建的采油工程课程设计综合管理平台、“采油工程”雨课堂、采油工程微信辅助教学平台等信息化工具开展教学实践,确保学生对专业知识教育的全面掌握与工程实践能力的培养。在本校教学应用、其他高校学生应用,以及社会学习者应用的反馈中,获得了高度认可与评价,颇具推广价值。  相似文献   

The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students     

《Educational Research Review》2023

This systematic review of the qualitative research on the formal school education of children with dyslexia addresses three main questions: 1) What is known about the educational experiences of children with dyslexia? 2) What is known about the role that parents/guardians play in their child's schooling? 3) What is known about the role of teachers and administrators in supporting children with Dyslexia? Student and parent-focused studies indicate little awareness of and support for dyslexia in schools, and a strong reliance on parental support. Limited understanding of dyslexia, lack of training, and communication issues were identified as key themes in the small number of teacher-focused studies. The analysis points to a majority of studies not having a firm theoretical grounding and the neglect of teachers and school administrator's perspectives as central issues in the reviewed research. Based on these findings, it is argued that to further understandings of the systematic effects of schools' responses to dyslexic students, research should draw more heavily on socio-cultural models of disability.  相似文献   

Decomposing trait and state variability in general and specific subjective task value beliefs     

《Contemporary educational psychology》2023

Expectancy-value researchers have theorized about the extent to which subjective task value components are more trait-like or more state-like. Using a bifactor representation of subjective task value data, the current study aimed to examine the degree of trait-state variation in general subjective task value, specific attainment value, specific intrinsic value, and specific utility value. The relations of both between and within components of the subjective task value constructs with academic self-efficacy beliefs were also examined. Results indicate that, in an undergraduate life science learning context (n = 169), the general subjective task value factor was the most trait-like of the subjective task value constructs. With respect to specific value beliefs, attainment value was composed of nearly equal amounts of trait and state variation, intrinsic value was composed of the largest amount of trait variation, and utility value exhibited the most state-like variation. Additionally, findings suggest that trait-like and state-like general subjective task value, trait-like specific intrinsic value, and state-like attainment value were positively associated with self-efficacy. Finally, we propose a model of trait- state dynamics in subjective task value.  相似文献   

Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals     

《Contemporary educational psychology》2023

Achievement goal theory has evolved since introduced about 40 years ago. One of its newer variants is the goal complex model. It assumes that each achievement goal (i.e., performance or mastery) can be pursued for many reasons and, more provocatively, that the goal’s effects depend partly on why it is pursued. Clearly, the first task for this area is to identify likely goal pursuit reasons, develop and validate a measure of reasons, and chart the influence of those reasons. Progress remains limited, however. Nearly all studies have considered only a small set of reasons suggested predominantly by self-determination theory, overlooking several other plausible reasons. Nor is there an established measure of goal pursuit reasons. To overcome those limitations, the current study validated and tested a new goal complex measure that includes several additional goal pursuit reasons, both personal (e.g., pride) and social (e.g., to make close others proud, or to help or serve others) in nature. Two culturally distinct samples of university students – one from the USA (n = 400), the other from Thailand (n = 404) – completed the measure with performance goals in mind and then reported a diverse array of educational outcomes. Their results converge for the most part. In each sample, the new measure proved to have good structural validity and psychometric properties. Several goal complexes, including the new social ones, showed unique and often desirable relationships with outcomes, too. The findings raise several research directions and implications for achievement goal theory.  相似文献   

A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school     

《Contemporary educational psychology》2023

Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development.  相似文献   

How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis     

Haozhe Jiang  A. Y. M. Atiquil Islam  Xiaoqing Gu  Jia Guan 《科学教学研究杂志》2024,61(3):645-673

Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed that students' thinking styles and STEM attitudes directly predicted their computational thinking skills and that thinking styles mediated the relationship between STEM attitudes and computational thinking skills. Thinking styles and STEM attitudes are strong predictors of CT skills. Based on the results, we recommended that the conceptualization of CT be broadened to reflect its trans-disciplinary nature within the context of STEM education. This study adds to the limited theoretical understanding of CT and CT-predictors in higher education, which has been studied much less than in K-12 education.  相似文献