工科高职院校大学生心理健康的统计分析

为了研究成都某工科高职院校大学生的整体心理健康水平,对测试数据进行多元统计分析,结果显示:因子得分超过2.5的心理问题检出率为33.39%,主要表现在强迫症状,人际关系敏感,抑郁.应用因子分析法对影响大学生心理健康因素进行分析,得到个人、学校、社会家庭等三个因素,结合这三个影响因素对心理健康问题加以分析,并提出改进心理健康工作的策略.     

中学生心理健康状况的统计分析

对中学生进行《中学生心理健康量表》的抽样调查,用SPSS对调查数据进行探索分析和方差分析,得到结论,调查样本的总体心理健康状况差于全国平均水平,各症状的离散程度强于全国;各分量表得分低于平均分的同学所占比例较大;各年级学生心理健康水平有统计学的显著差异,高中学生的心理健康水平比初中学生差,但高中三年学生的心理健康情况相对稳定.     

基于FAHP的大学生综合素质评价研究——以江西某高校为例

大学生综合素质被看作是一个学校乃至一个国家人才发展潜力和综合竞争力的体现,科学合理地评价大学生综合素质对于国家的教育发展具有重要意义.选取了14个指标,建立了基于思想道德素质、专业文化素质、实践创新素质和身体心理素质四个方面的大学生综合素质评价指标体系.在此基础上,以江西某高校为例,通过调查问卷的方式获取了大学生对于评价体系中各指标的评价数据,继而运用模糊层次分析法(FAHP)对大学生综合素质进行了定量评价分析,研究结果发现,该校大学生综合素质仍然处于中等偏上的水平,以后仍待进一步提高.     

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.     

灰关联模式评估模型在大学生体质健康水平综合评价中的应用

针对在大学生体质健康水平评价过程中指标权重确定、评价标准区分度等问题,讨论了单层和多层灰关联模式评估模型,并在权重的确定上采用熵权系数,以此为基础构建大学生体质健康水平综合评价体系,客观反映了大学生体质健康水平及个体间的差异.     

基于结构方程视角下的《大学生职业生涯规划》课程教学满意度研究

面对日益激烈的就业形势,大学生如何对自己在学校的学习进行计划、如何对职业生涯进行规划,这需要高校通过课程来进行指导,以便能使培养的学生更能适应日益严峻的就业形势.为了了解大学生对大学生职业生涯课程满意度,研究结合相关文献编制了大学生职业生涯规划课程满意度问卷,对云南省昆明理工大学、云南民族大学、红河学院的610名学生进行了问卷调查,共收集到有效问卷576份,通过SPSS进行问卷的信度和效度分析,运用AMOS软件构建结构方程模型.研究结果表明,学生预期、教学水平、教学方法对学生的参与度、满意度均有正向的影响,教学内容对满意度有正向的影响,但是对参与度没有显著影响.     

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.     

一次大学数学调查带来的思考和启示

在大学数学教学过程中碰到部分学生对学习数学十分被动,不太感兴趣,为了解现在大学生对数学的认识和看法,掌握他们对数学学习的心理状况,本人在非数学专业的学生中做了一次问卷调查,引起了些思考,也得到些启示.     

论大学开展数学建模教育

数学建模教育是围绕数学建模而进行的教学和实践活动 .开展数学建模教育可以培养学生的创新意识与创造能力 .因此 ,大学开展数学建模教育具有重要作用 .但是 ,开展数学建模教育一定要结合大学生的年龄特点、知识结构和智力水平 ,结合正常教学的教材内容 ,分层次逐步推进 .所以 ,大学生的数学建模能力应分阶段培养 ,建模题目也应划分不同层次 ,从而达到面向全体提高大学生数学素质的目的 .     

数学建模竞赛中大学生创新绩效影响因素的量化评估研究

学科竞赛已成为提升大学生创新绩效水平的重要途径.本文以大学生数学建模竞赛为例,量化评估影响大学生创新绩效的5个因素,通过KMO检验以及对调查结果的探索性因子与多元回归分析,得到影响大学生创新绩效评价指标的比重,其作用大小依次为:学生科研能力、师生融洽关系、团队协作情况、高校创新氛围和参与竞赛动机.根据实证分析结果可知,高校需注重培养和锻炼学生的创新思维,提升科研实践能力;增进师生在科研创新过程中的融洽关系,重视团队成员间的相互协作;营造积极向上的校园创新氛围,强化提升自我能力为主的竞赛动机;以此提升大学生参与学科竞赛的创新绩效.     

Predictors of Science Fair Participation Using the Theory of Planned Behavior

The purpose of this study was to use The Theory of Planned Behavior (TPB) to examine factors that predict junior high and secondary students' attitude toward participating in a district science fair competition (attitude toward behavior), beliefs about who would approve or disapprove of participation in a science fair (subjective norm), and perceptions of control about participating in the science fair (perceived behavioral control). Factors used to predict these included gender, type of school (public or private), grade level, GPA, participation in a gifted class, participation in a research course, requirement to complete a science fair project, and level of anxiety about completing a science fair project. Three hundred three participants completed a standard TPB questionnaire and the State-Trait Anxiety Indicator. Multiple regression models revealed that subjective norm and participation in a gifted class were predictors of attitude toward the behavior. Attitude toward the behavior, the science fair project counting toward a grade in science class, the parent's level of education, and the science fair entry being required predicted subjective norm. A discriminant function analysis found that type of school (public or private), parents' level of education, participation in a research program at school, grade level, and trait anxiety were the strongest predictors of perceived behavioral control. It was concluded that science fair entry appears to be involuntary, in conflict with NSTA's Position Statement on Science Fairs. Typically junior high students (whose parents have a higher level of education) attending private schools are required to enter science fairs, and the entry counts toward a grade in science class.     

Blended Science: The Rewards and Challenges of Integrating the Science Disciplines for Instruction

This paper provides an overview of blended science instruction, a term used to represent instructional plans by which the science disciplines are connected to each other and occasionally to other school subjects. The central rationales for such instruction, the historical development of blended instructional plans, and a review of the current proponents and forms of such instruction are provided. The primary varieties of blended instruction, including integrated, unified, and coordinated science, are compared and contrasted. Special attention is given to the major recommendations in support of blended science coming from philosophical, psychological, pedagogical, and pragmatic domains. The conclusions section includes some of the challenges facing those who plan an integrated teaching focus.     

Simulating and visualizing neural networks with Mathematica

Artificial neural networks (ANNs) are both mathematical models of the neural basis of higher-order cognitive functions, such as learning, and adaptive variations of the general linear and nonlinear regression. Students of psychology and cognitive science typically encounter ANNs in both contexts of their studies, especially at the graduate level, however, many of these students do not possess the programming skills to write their own simulations to test their application as cognitive and statistical models. In this paper, simulations using the mathematical programming language Mathematica are used to develop appropriate visualizations of one the foundation topics in ANNs (understanding why linear associative networks cannot learn the nonlinearly separable XOR function). It is argued that Mathematica and similar high-level interpreted packages provide a more accessible environment for nonprogramming students to further their understanding of this key area of psychological science and mathematical modelling.     

安徽省各地市企业科技开发情况分析

本文应用主成份分析法和聚类方法，对安徽省各地市企业科技开发状况进行了分析。通过定量分析表明，安徽省各地区科技开发水平差距较大，其现状应引起有关部门的重视。     

A Longitudinal Analysis of an Out‐of‐School Science Experience

A phenomenological approach was used to investigate the longitudinal recollections of participants of an out‐of‐school science program. The experience was a field trip to the Shenandoah National Park (USA) conducted in the fall of 2004. The science topic was geologic history and features related to the Shenandoah Valley. Two major themes relating to the participants' long term recollection of the out‐of‐school science field trip were identified after the interview data was analyzed. First, recollections were highly influenced by actions taken by the students, and, second, program content / subject matter were retained by all of the students to varying degrees. The interactive experiences that aided in memory retrieval from this study closely relates to the interactive experiences associated with memory and learning theory associated with the psychological domain. This linkage and its impact on how students learn in out‐of‐school science experiences are discussed.     

Integrating Science and Mathematics Education: Historical Analysis

A number of national science and mathematics education professional associations, and recently technology education associations, are united in their support for the integration of science and mathematics teaching and learning. The purpose of this historical analysis is two‐fold: (a) to survey the nature and number of documents related to integrated science and mathematics education published from 1901 through 2001 and (b) to compare the nature and number of integrated science and mathematics documents published from 1990 through 2001 to the previous 89 years (1901–1989). Based upon this historical analysis, three conclusions have emerged. First, national and state standards in science and mathematics education have resulted in greater attention to integrated science and mathematics education, particularly in the area of teacher education, as evidenced by the proliferation of documents on this topic published from 1901–2001. Second, the historical comparison between the time periods of 1901–1989 versus 1990–2001 reveals a grade‐level shift in integrated instructional documents. Middle school science continues to be highlighted in integrated instructional documents, but surprisingly, a greater emphasis upon secondary mathematics and science education is apparent in the integration literature published from 1990–2001. Third, although several theoretical integration models have been posited in the literature published from 1990–2001, more empirical research grounded in these theoretical models is clearly needed in the 21st century.     

Theoretical and empirical differentiations of phases in the modelling process

The reconstruction of pupils modelling processes can be found in many empirical studies within the literature on modelling. The empirical differentiations of the phases, which includes putting statements and actions of the pupils in the right phase, has not been reconstructed from a cognitive psychological point of view on a micro level thus far: In this article different modelling cycles are discussed with attention to distinctions in the various phases. The «modelling cycle under cognitive psychological aspects» is specifically emphasized in contrast to the other cycles. On the basis of the results of the COM²-project (Cognitive psychological analysis of modelling processes in mathematics lessons, Borromeo Ferri) the phases of the modelling processare described empirically. Some difficulties in the process of distinguishing the various phases are also pointed out.     

Science Vocabulary Load of Selected Secondary Science Textbooks

It has been argued that many students view science as a collection of facts and terms to be memorized. Robert Yager (1983) analyzed secondary level science textbooks to determine vocabulary load and found that the amount of new vocabulary terms presented in such textbooks is higher than that recommended for junior high and high school foreign language courses. Three textbooks analyzed in that study were re-evaluated, taking into account limitations expressed in the earlier study. The new study also included analysis of an earth science textbook; the first study did not. The re-analysis produced a noticeable reduction in vocabulary load estimates with only one book, Modern Chemistry, still measuring above the recommended level for foreign language courses. It is argued that the amount of vocabulary load presented is still too high and may contribute to the problem of science avoidance by secondary students.