基于模糊数学理论的大学生思想政治教育实效性综合评价模型

构建了大学生思想政治教育实效性评价指标体系并利用AHP法确定各级指标权重.基于模糊数学理论,将大学生思想政治教育实效性水平划分为优秀、良好、中等、合格与不合格5个评价等级,并成立测评小组对评价对象各指标评分定'级,据此确定各级指标隶属度,建立了大学生思想政治教育实效性多级模糊综合评价模型,实现了定性问题的定量处理.为了验证该评价模型的评价效果,选取社科系2013级学号2013014003学生进行评价,将评价结果与参考文献所述方法评价结果进行比较,两者结果具有一致性,表明该模型可以用于大学生思想政治教育实效性评价.     

基于模糊数学理论的大学生思想政治教育实效性综合评价模型北大核心

构建了大学生思想政治教育实效性评价指标体系并利用AHP法确定各级指标权重.基于模糊数学理论,将大学生思想政治教育实效性水平划分为优秀、良好、中等、合格与不合格5个评价等级,并成立测评小组对评价对象各指标评分定'级,据此确定各级指标隶属度,建立了大学生思想政治教育实效性多级模糊综合评价模型,实现了定性问题的定量处理.为了验证该评价模型的评价效果,选取社科系2013级学号2013014003学生进行评价,将评价结果与参考文献所述方法评价结果进行比较,两者结果具有一致性,表明该模型可以用于大学生思想政治教育实效性评价.     

基于演化算法的大学生综合素质评价系统

大学生综合评价系统包括德、智、体、美、劳等多方面的内容.本系统结合中国地质大学学生的具体情况从德育素质、专业素质、身体素质、发展性素质、心理素质等方面对大学生综合素质进行合理的评价.为了能更有效地体现学生综合素质,我们采用演化算法确定指标权重,提高指标权重的客观性,提供了更合理的测评标准.     

基于AHP-相对接近度的六西格玛计分卡改进研究

针对六西格玛计分卡(SSBS)方法在指标权重确定和评价值转换处理方面存在的问题,引入层次分析法,对六西格玛计分卡权重确定方法进行了改进;引入相对接近度法,在向量标准化的基础上,利用加权距离计算两水平间的相对接近度和组织的西格玛水平,对六西格玛计分卡评价值确定方法进行了改进,最后示例说明该方法的应用.     

评价大学生心理健康状况的模糊数学方法

运用模糊数学的综合评判法,评价大学生的心理健康状况,给出了确定因素集,评语集,单因素评判矩阵和权重的方法,可以得出合理客观的结论.     

基于模糊物元的建筑企业分包商评价方法研究

在现今的建筑工程中,总承包商与分包商的关系变得愈发重要.将模糊物元的分析方法运用至建筑工程总承包商对各分包商的评价体系中,构建了评价体系的指标层及要素层.通过AHP方法确定权重,利用欧氏距离计算贴近度,并通过评价实例验证方法的科学性及有效性.     

基于层次分析法的家用车型选购方案研究

通过网络调研、与专家讨论的方式收集影响家用车型选购的评价指标并构建层次结构模型,总计确定了17个评价指标并进一步分成7大类,构建了由目标层、准则层、子准则层、方案层构成的层次结构模型.利用层次分析法(analytic hierarchy process,AHP)求出评价指标的权重并确定最优购车方案.研究不仅为消费者提供了更直观的车型对比方法及结果,也为汽车厂商提供了车型配置的理论指导.     

深圳市居民健康与环境水平评估模型研究

旨在建立合理的数学模型,实现对居民个体健康水平和社会公共卫生与环境状况的科学评估,为城市健康建设提供借鉴作用.对于居民个体健康评估模型,本文结合慢性病的形成原因,通过直接分析身体层面与心理层面指标的影响作用确定权重;对于社会公共卫生与环境评估模型,则依据健康城市评价指标体系,运用熵权法确定指标权重.对于综合评估指数,考虑到模型内部指标因素之间的相互影响作用以及这些因素多具有的"一票否决"特性,因此本文均采用几何加权法对两个模型的健康评估指数进行计算.     

企业信息资源配置的模糊综合评价

建立了综合评价企业信息资源配置水平的指标体系，采用层次分析法确定指标体系的权重，使用模糊评价方法评价企业的信息资源配置水平，并结合实例作了说明。     

基于灰色关联分析和主成分分析组合权重的确定方法研究

为了提高综合评价模型中权重的准确性和客观性,以主成分分析法和灰色关联分析法为基础,建立了组合权重模型,从而修正了灰色关联分析法和主成分分析法在确定权重过程中的缺陷,为综合评价体系中权重的确定提出一种新的思路.     

基于KPCA的高校学业预警模型及其应用

针对高校招生规模扩大,学生整体素质下滑,学业完成情况恶化的教育问题,本文从辅导员的工作角度利用核主成分分析(KPCA)建立大学生学业预警创新管理模型,实现动态定性预警与定量预警相结合,对高校科学、及时、有效的开展学业预警工作具有一定的实践指导意义.     

基于解释结构模型的大学生就业影响因素分析

针对大学生就业率低的问题,构建大学生就业评价指标体系,利用解释结构模型的实用化方法对大学生就业影响因素进行了分析,并构建大学生就业影响因素的解释结构模型.根据解释结构模型层次化处理结果,分析各个因素之间的联系,将大学生就业影响因素分为四个层次,明确大学生就业影响因素的层次结构关系,找出导致大学生就业率低的最直接因素和最根本因素.     

Instructional immediacy in the Chinese quantitative reasoning classroom

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which had a negative influence on math anxiety. Study 1 tested this model in the Chinese college classroom and the model failed. It was speculated that perhaps given the high testing admission standards of Chinese colleges (i.e., the GaoKao), that Chinese college students were a biased sample of only students who had learned to manage their anxieties. Thus, in Study 2, the model was retested among junior and senior high Chinese students. Among junior and senior high Chinese students, the model fit well.     

How Emergent Models May Foster the Constitution of Formal Mathematics

This article deals with the role that so-called emergent models can play in the process of constituting formal mathematics. The underlying philosophy is that formal mathematics is something that is, or should be, constituted by the students themselves. In the instructional design theory for realistic mathematics education, models always have been employed to foster a process in which formal mathematics is reinvented by the students themselves. This article describes how the use of models became more and more explicated over time and developed into the notion of emergent models. The design of an instructional sequence, which deals with flexible mental computation strategies for addition and subtraction up to 100, is taken as an instance for elaborating what is meant by emergent models and what role they play in fostering the constitution of formal mathematics. The analysis shows that there are 3 interrelated processes. First. at a more holistic level, there is a global transition in which "the model" initially emerges as a model of informal mathematical activity and then gradually develops into a model for more formal mathematical reasoning. Second, the transition from "model of" to "model for" involves the constitution of anew mathematical reality that can be denoted formal in relation to the original starting points of the students. Third, in the series of instructional activities, there is not 1 model, but the model actually is shaped as a series of signs, in which each new sign comes to signify activity with a previous sign in a chain of signification.     

How Emergent Models May Foster the Constitution of Formal Mathematics

This article deals with the role that so-called emergent models can play in the process of constituting formal mathematics. The underlying philosophy is that formal mathematics is something that is, or should be, constituted by the students themselves. In the instructional design theory for realistic mathematics education, models always have been employed to foster a process in which formal mathematics is reinvented by the students themselves. This article describes how the use of models became more and more explicated over time and developed into the notion of emergent models. The design of an instructional sequence, which deals with flexible mental computation strategies for addition and subtraction up to 100, is taken as an instance for elaborating what is meant by emergent models and what role they play in fostering the constitution of formal mathematics. The analysis shows that there are 3 interrelated processes. First. at a more holistic level, there is a global transition in which “the model” initially emerges as a model of informal mathematical activity and then gradually develops into a model for more formal mathematical reasoning. Second, the transition from “model of” to “model for” involves the constitution of anew mathematical reality that can be denoted formal in relation to the original starting points of the students. Third, in the series of instructional activities, there is not 1 model, but the model actually is shaped as a series of signs, in which each new sign comes to signify activity with a previous sign in a chain of signification.     

基于GA_XGBoost模型的大学生科研能力预测问题研究

科学评价大学生科研创新能力对我国科研水平的提高具有重要意义.采用机器学习模型来预测大学生科研能力可以起到良好的效果,提出一种GAXGBoost模型来实现对大学生的科研能力预测.此模型是以Xgboost算法为基础,然后充分利用遗传算法的全局搜索能力自动搜索Xgboost最优超参数,避免了人为经验调参不准确的缺陷,最后采用精英选择策略以此确保每一轮都是最佳的进化结果.通过分析表明,所采用的GAXGBoost模型在大学生科研能力预测的结果中具有很高的精度,将此模型与Logistic Regression、Random Forest、SVM等模型进行对比,GAXGBoost模型的预测精度最高.     

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program

High failure rates in introductory college mathematics courses, particularly among underrepresented groups of students, have been of concern for many years. One approach to the problem experiencing some success has been Treisman's Emerging Scholars workshop model. The model involves supplemental workshops in which students solve problems in collaborative learning groups. This study reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses (college algebra, precalculus, differential calculus, and integral calculus) at Oregon State University over five academic terms. Regression analyses revealed a significant effect on achievement (.671 grade points on a 4‐point scale) favoring Math Excel students. Even after adjusting for prior mathematics achievement using linear regression with SAT‐M as predictor, Math Excel groups' grade averages were over half a grade point better than predicted (significant at the .001 level). This study provides supporting evidence that programs like Math Excel can help students in making a successful transition to college mathematics study.     

Educational aspirations as a markovian process: A panel study of college and non‐college plans during high school†

An initial test of the discrete‐time Markov model in the study of educational aspirations throughout high school was carried out. The design of the study permitted testing for sex differences and order effects The results indicate a good fit between the data and the model across several cohorts of students. Order effects were apparent, but sex differences in the transition probabilities were not found. Future change in aspirations appears least likely for students with a history of stable college plans, while it is most likely for those who start with non‐college aspirations and change to college plans.     

缩小高教城乡差别的链式模型分析

针对不同家庭背景的高考考生录取率有一定差异的情况,运用链式模型分析,从理论上证明了这种差异对高等教育普及的显著影响.说明了高等教育的普及必须在通过城镇化的同时,提高农村中学教育水准,这样才能提高农村考生的高考录取率,缩小贫困人口的代际转移的比例.该模型表明,在录取率不变的情况下,约经过4代人高教普及率将呈稳定状态.     

将数学实验的思想和方法融入大学数学教学

大学数学教学中应注重理论联系实际,注重数学思想和方法的讲授,强调应用案例中融入数学实验思想的新教学方法.改革课堂教学方法,探索新的教学模式,加强学生的实践性教学环节,培养学生的应用和创新能力.最后,本文给出了几个例子显示了数学实验与大学数学教学结合的效果.