数学教育理论需要二元整合

我国目前的数学教育理论是绝对的二分法观点，对二分法进行整合的理论基础是社会心理学的认知失调理论。文章阐释了数学教育理论二元整合的几个维度：人文主义和科学主义；应试教育和素质教育；形式教育和实质教育，进而提出在“二元整合”观点下我国的数学教育目标改革需注意几个问题。     

济南市建筑设计从业人员绿色建筑理念认知程度调查与研究

从是否把握绿色建筑概念、对不同层次有关绿色建筑文件的了解程度和绿色建筑评价标准的认识程度以及绿色建筑项目的设计实践经历及其影响等4个方面,对山东省济南市建筑设计从业人员绿色建筑理念的认知程度进行了调查分析,提出了提高建筑设计人员绿色建筑素养、推进绿色建筑体系发展的对策建议。     

公众生态旅游认证认知初探——基于对北京市民随机访问调查结果的分析

生态旅游认证体系是衡量与规范生态旅游企业的科学标准与方法。国内生态旅游认证发展时间较短，为了解国内生态旅游认证的认知程度，文章对北京市市民进行了随机调查访问并对其结果进行统计分析。调查结果显示，约1／3的受访者听说过生态旅游认证，但并不了解其具体内容；超过80％的受访者认同国内应该建立统一规范的生态旅游认证标准。此外，根据调查结果还对生态旅游认证体系在国内的推广提出一些意见和建议。     

制度环境三维度及其交互作用对家庭农场创业绩效?的影响研究

家庭农场是新时代乡村振兴的新动力,其创业绩效与制度环境关系问题受到广泛关注。基于组织社会学的制度理论,选取浙江省的111个家庭农场作为样本数据,使用层次回归模型,分析制度环境的规制性要素、规范性要素和认知性要素三维度及其交互作用对家庭农场创业绩效的影响关系。结果表明,仅有认知性要素对家庭农场创业绩效具有直接显著的影响效果,而规制性要素和规范性要素对家庭农场创业绩效的直接影响效果不显著;虽然规制性要素和规范性要素无法直接促进家庭农场创业绩效显著提升,但它们均在认知性要素与家庭农场创业绩效之间扮演正向调节的角色。研究表明,有效提升家庭农场创业绩效需要协调发挥认知性要素的直接作用,规制性要素和规范性要素的调节作用。因此,从政府的角度来说应重点加强家庭农场主的职业培训,不断完善家庭农场的政策框架。     

基于深度集成学习的青梅品级智能反馈认知方法

针对传统机器判定水果品级的开环认知模式存在特征空间和分类准则一旦建立不再更新的缺陷,模仿人由整体到局部反复推敲比对的思维信息交互认知模式,探索了一种具有认知结果熵测度指标约束的青梅品质智能反馈认知方法。首先,在有限论域不确定条件下从信息论角度建立具有信息完备性评价指标的非结构化多层面动态特征表征的青梅品级认知智能决策信息系统模型。其次,基于架构自适应的卷积神经网络(adaptive structure convolutional neural networks,ASCNNs)和集成随机权向量函数连接网络分类器(random vector functional-link net,RVFL),建立青梅图像由整体到局部有明确品级特征表征映射关系的特征空间数据结构与分类准则。再次,基于广义误差和广义熵理论,建立青梅图像认知结果的熵函数形式测度评价指标。最后,建立基于不确定过程认知结果性能测度指标约束的动态反馈认知智能运行机制。针对1 008幅青梅图像的平均识别率为98.15%,表明该文方法有效地增强了特征空间的泛化能力以及分类器的鲁棒性。该研究可为基于可见光的青梅品级快速准确机器认知提供参考。     

不同利益群体认知行为对农村居民点整治的影响

[目的]探索农村居民点整治中不同利益群体的认知行为的关注点及其相互影响关系,为新型城镇化下协调不同群体利益关系提供理论依据。[方法]利用博弈论和链接结构分析的HITS算法,挖掘不同利益群体对农村居民点整治的认知逻辑结构关系。[结果](1)专家群体的权威关键词是城中村等问题,中心关键词是农村居民点整治;(2)政府群体的权威关键词是城镇化,中心关键词是农民参与;(3)公众群体的权威关键词是宅基地纠纷,中心关键词是农村宅基地管理办法。[结论]各个群体通过发表各自关于农村居民点整治问题的见解和观点产生相互影响,同时各个群体对农村居民点整治问题的认知存在着不一致性,而这种不一致性推动了不同群体更深层次的互动。建议政府一方面要加大政策的公众宣传力度,有效利用互联网平台引导公众舆论导向;另一方面建立和完善农村居民点整治的农民全程参与机制,保障农民权益,缓解政府与公众之间的冲突。     

基于“两型”农村建设的农户认知与生产行为调查——以长株潭城市群农村实地调查为例

以长株潭城市群的农村问卷调查为基础,对农户"两型"农村建设的认知度进行调研分析,并初步探讨了农户的生产用工行为、投资行为、技术采用行为与土地流转行为。结果表明,农户对"两型"农村建设的认知水平较低,主要受农户性别、年龄、教育程度等自身因素和政府相关部门外部引导因素的影响;农户劳动力逐渐转向非农产业,固定资本投入极为有限,对现代农业技术采用不足,缺乏环境保护与资源节约意识。此外,农户土地流转意愿不强烈已成为当前发展土地规模经营面临的主要问题。     

Adaptive bit allocation algorithm in an orphogonal frequency division multiplexing system of cognitive radio

An orphogonal frequency division multiplexing(OFDM) based cognitive radio architecture was designed to meet the transmission requirements of a cognitive radio system. After finishing the allocation of subtransmission, and keeping BER within the limit that ensures service quality, an adaptive bit allocation method was proposed to allocate the bit and energy of subtransmission dynamically. The total power for launching needed reached its minimum (or SNR per bit reached its maximum). Compared with the fixed bit allocation method, the proposed method is simpler, decreases the system transmission power, and has better BER performance.     

基于自主学习的少数民族地区高校英语专业学生阅读策略培训研究——以大理学院为例

以实证研究理论和0’Malley和Chamot关于学习策略分类为依据,拟从阅读策略角度进行讨论,旨在论证在短期阅读策略培训后能有效地培养和提高学习者的阅读能力及自主学习能力。本次研究以问卷调查、考试和访谈等为工具,采用定量与定性相结合的研究方法。结果表明：阅读策略培训对阅读学习成绩提高方面有促进作用;阅读策略培训有效提高学生学习自主性;实验组中少数民族英语专业学生的阅读成绩及自主学习程度能达到实验组平均水平。     

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties,testing effects,or improvements in information retention

Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e., level 4 or 5) or LOCS (i.e., level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.