基于Web的智能教学系统关键技术研究

基于Web的智能教学系统综合了传统的ITS系统优势，同时结合了Web的特点，因而系统具有智能性，能够智能地引导学生学习。它是以认知科学为理论基础，综合利用人工智能技术、教育心理学、计算机科学等多门学科的成果而形成的一种对学生实施有效教学的技术。文章提出了一种基于Web的智能教学系统模型，探讨了智能教学系统知识库的设计、教学策略的设计及个性化教学的实现，最后给出系统实现的具体思路和解决方案。     

武术选项课对大学生身体机能影响的研究

本研究课题从呼吸系统机能、循环系统机能、肌力、柔韧性及前庭分析器稳定性等几个方面对选修武术课的师范生进行调查和研究，研究结果表明：武术运动能够极大地增强学生身体机能和素质，是高等学校体育不可缺少的组成部分。     

人口学领域的定量研究过程与方法

通过实例剖析,介绍了社会科学研究领域定量分析的研究过程和方法。科学研究是具有明确目的的、对事物之间关系严谨、缜密的探索;它具有整体性,通过系统的程序和过程,在理论的指导下进行。科学研究必须有好的研究问题、理论设计、可以信赖的数据、正确的模型和分析方法、客观的分析结果展示。掌握正确的研究过程和方法将会产生高质量的研究成果。     

浅谈玻璃钢夹砂管产品质量控制方法

文章介绍了玻璃钢夹砂管质量特点，提出只有通过对其质量进行全过程控制，才能实现质量目标的观点。     

Solving models with external habit

Habit utility has been the focus of a large and growing body of literature in financial economics. This study investigates ways of accurately and efficiently solving the Campbell and Cochrane [1999. Journal of Political Economy 107, 205–251] external habit model. Solutions for this model based on a grid of values for the state variable are shown to converge as the grid becomes increasingly fine. Convergence is substantially faster if the price–dividend ratio is computed as a series of “zero-coupon equity” claims rather than as the fixed point of the Euler equation. Fitting the model to the term structure as well as to equity moments (as in [Wachter, J.A., 2005. A consumption-based model of the term structure of interest rates. Journal of Financial Economics, in press]) also results in faster convergence.     

Validity of the Statistical Estimation

Conventional statistical methods of the estimation of population parameters are abstract and unreliable because these statistical methods are based on unwarranted assumptions.     

Robotics projects and learning concepts in science, technology and problem solving

This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2) What type of knowledge pupils address in working on robotics projects? and (3) How do pupils regard or exploit informal instruction of concepts in science, technology and problem solving within a project-based program? Data collection was made through observations in the class, interviews with the pupils, observations of the artifacts the pupils had constructed, and analyses of their reflections on each project. The study revealed that the pupils had often come up with inventive solutions to problems they tackled by intuitively using diverse kinds of heuristic searches. However, they encountered difficulties in reflecting on the problem solving process they had used. In robotics projects, the pupils deal primarily with qualitative knowledge, namely, the ability to identify specific phenomena in a system or factors that affect system performance. The study also showed that pupils are likely to benefit from implementing informal instruction on concepts in science, technology and problem solving into a project-based program. This type of instruction should take place in the context of pupils’ work on their projects, and adopt a qualitative approach rather than try to communicate in the class procedural knowledge learned by rote.     

Can Findings of Qualitative Research in Education be Generalized?

Most qualitative researchers do not recommend generalization from qualitative studies, as this research is not based on random samples and statistical controls. The objective of this study is to explore the degree to which in-service teachers understand the controversial aspects of generalization in both qualitative and quantitative educational research and as to how this can facilitate problems faced by the teachers in the classroom. The study is based on 83 participants who had registered for a 10-week course on ‘Methodology of Investigation in Education’ as part of their Master’s degree program. The course is based on 11 readings drawing on a philosophy of science perspective (positivism, constructivism, Popper, Kuhn, Lakatos). Course activities included written reports, class room discussions based on participants’ presentations, and written exams. Based on the results obtained it is concluded: (1) almost 91% of the teachers agreed that external generalization in a different social context is feasible; (2) almost 63% of the participants used a fairly inconsistent approach, that is in a theoretical context agreed that qualitative research cannot be generalized and still when asked with respect to the experience of two particular teachers, agreed that generalization was possible; (3) almost 28% of the participants used a consistent approach. Some of the reasons provided by the participants as to why generalization was feasible are discussed. An analogy is drawn with respect to Piaget’s methodology, viz., it was not based on random samples or statistical treatments and still his oeuvre has been generalized (criticisms not withstanding) in both the psychology and educational literature.     

Problem based learning: application to technology education in three countries

An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.     

Do What Consumers Say Matter? The Misalignment of Preferences with Unconstrained Ethical Intentions

Nearly all studies of consumers’ willingness to engage in ethical or socially responsible purchasing behavior is based on unconstrained survey response methods. In the present article we ask the question of how well does asking consumers the extent to which they care about a specific social or ethical issue relate to how they would behave in a more constrained environment where there is no socially acceptable response. The results of a comparison between traditional survey questions of “intention to purchase” and estimates of individuals willingness-to-pay for social attributes in products reveal that simple survey questions are too “noisy” to provide operationally meaningful information and overstate intentions to a considerable extent. Pat Auger is Associate Professor at the Melbourne Business School. Timothy M. Devinney is Professor and Professorial Research Fellow at the Australian Graduate School of Management.