An attention-based teacher-student model for multivariate short-term landslide displacement prediction incorporating weather forecast data

Predicting the displacement of landslide is of utmost practical importance as the landslide can pose serious threats to both human life and property.However,traditional methods have the limitation of random selection in sliding window selection and seldom incorporate weather forecast data for displacement prediction,while a single structural model cannot handle input sequences of different lengths at the same time.In order to solve these limitations,in this study,a new approach is proposed that utilizes weather forecast data and incorporates the maximum information coefficient(MIC),long short-term memory network(LSTM),and attention mechanism to establish a teacher-student coupling model with parallel structure for short-term landslide displacement prediction.Through MIC,a suitable input sequence length is selected for the LSTM model.To investigate the influence of rainfall on landslides during different seasons,a parallel teacher-student coupling model is developed that is able to learn sequential information from various time series of different lengths.The teacher model learns sequence information from rainfall intensity time series while incorporating reliable short-term weather forecast data from platforms such as China Meteorological Administration(CMA)and Reliable Prognosis(https://rp5.ru)to improve the model’s expression capability,and the student model learns sequence information from other time series.An attention module is then designed to integrate different sequence information to derive a context vector,representing seasonal temporal attention mode.Finally,the predicted displacement is obtained through a linear layer.The proposed method demonstrates superior prediction accuracies,surpassing those of the support vector machine(SVM),LSTM,recurrent neural network(RNN),temporal convolutional network(TCN),and LSTM-Attention models.It achieves a mean absolute error(MAE)of 0.072 mm,root mean square error(RMSE)of 0.096 mm,and pearson correlation coefficients(PCCS)of 0.85.Additionally,it exhibits enhanced prediction stability and interpretability,rendering it an indispensable tool for landslide disaster prevention and mitigation.

The Formation of Ideal Interactions Between Teachers and Students in the College English Teaching

Ideal interactions between teachers and students are indispensible for the improvement of the College English teaching.Therefore,this paper tries to find out some effective measures to establish ideal interactions between teachers and students in College English teaching based on the analysis of the status-quo of the interactions between teachers and students and the emphasis of the necessity of ideal interactions between teachers and students,hoping it can be beneficial to promoting the College English teaching.

Kinds and Levels of Questions Raised by EFL Teachers and 10th-Grade Students Through Classroom Interaction

The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.

TheValueOrderof“Love”inTeacher-StudentInteraction：anExplorationintoTeachers’LoveGenerationMachanismBasedonHuoMaozhengandSiXia’SLovePractice

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价值王国中，价值的相互关系具有一定的“级序”。根据这一理论，如果一个价值比另一个价值“更高”或“更低”，那么，就形成了价值秩序。价值秩序是支配一个人行为的价值品质秩序。爱作为师生交往的核心价值，教师爱的行为同样受爱的价值秩序的支配。从国内“师爱”名师霍懋征和斯霞的“师爱”实践来看，“师爱”的发生机制具有层次性或秩序性，它依次呈现为人性之爱、教育之爱，以及学生种种具体的爱，如公正、尊重等。

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

Study on Current Situation and Countermeasures of Teachers and Students Interactive Teaching in Non-teacher-oriented Major of Colleges and Universities--Taking Guangxi Teachers Education University as Example

The Interactive Teaching plays a significant role in enhancing the students' learning interest and practical ability. One of important tasks for College English teachers is to promote the development of Interactive Teaching. Therefore, this paper analyzes the problems that restrict the interaction between teaching and learning, combined with the current situation of Interactive Teaching in college English teaching, and puts forward the corresponding strategies in order to give some suggestions for English teachers to transform their teaching methods.

Observation:The Impact of Teachers' Behavior in Teacher-students Interactions on Pupils' Motivation

To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.

The Role of the Finnish Basic Education Model in Enhancing Students’Happiness and Learning Motivation

This paper examines the Finnish basic education model,renowned for its student-centric approach and high performance in international assessments.The study explores the model’s core principles,including equity,teacher autonomy,and minimal standardized testing,and their impact on student happiness and motivation.Through case studies,interviews,and surveys with students,teachers,and parents,the paper provides an in-depth analysis of the Finnish model’s effectiveness.Challenges such as adaptability to diverse cultural contexts,integration of immigrant students,and sustainability in the face of global educational trends are also discussed.The paper concludes with recommendations for the continued evolution of the Finnish model,emphasizing the need for adaptability,inclusivity,and a focus on sustainability and technology integration.

数字教育时代的高校师生互动与关系重塑

在新一代信息技术的推动下,高等教育进入数字教育时代,“主体/客体”传统二元结构受到挑战,高校师生互动和关系结构正在发生转变。该文探究了数字教育时代高校师生互动的变革特征、技术逻辑与发展趋势,认为技术革新重新定义了师生互动概念,广泛改变了师生互动场景,迅速调整了师生关系结构,为师生关系网络注入了新的技术内涵。在此基础上,该文进一步分析了数字教育时代高校师生互动的价值,并就重塑师生关系、强化师生互动、提升教育质量提出了对策建议。

课堂师生互动行为的机器分析研究

素质教育的主要阵地是课堂,而课堂的主体是教师和学生,两者进行交流最直接的方式就是课堂师生互动,课堂师生互动分析一直受教育工作者的高度关注.该研究采取改进型弗兰德斯编码(IFIAS)理论,根据编码原则对23个课堂实录视频进行编码.在编码类别统计后,利用主成分分析和密度聚类算法,实现基于机器学习的课堂师生互动风格分类,最终将课堂分为学生中心式、师生互动式、教师中心式三个类别.该研究拓展了弗兰德斯互动分析系统的理论价值,为课堂分析提供了一种新的分析方式.通过分析得到许多课堂相关的特征,可以提升课堂师生互动分析的效率,同时为教师提供改进课堂教学的方向.

智能技术支持的教师注意力分析与评价研究

教师注意力在师生互动过程中发挥着至关重要的作用,但注意力分析的复杂性和低效性制约着教师注意力评价的探索,智能化分析工具的应用有望打破这一瓶颈。基于此,文章首先梳理了教师注意力的研究现状。随后,文章探讨了教师注意力分析与评价过程中面临的挑战,并提出运用智能技术进行探究的对策。在此基础上,依据注意力理论开发了教师注意力智能分析系统。接着,文章选取12节小学数学课程,利用该系统收集教师注意力数据进行分析与评价。研究发现:教师在课堂中的注意力主要集中在学生身上;教师注意力与师生互动存在显著相关,即教师看学生与学生行为呈正相关,教师看黑板和教材与教师行为呈正相关。此外,注意力评价结果显示,与新手型教师相比,专家型教师在注意学生方面的表现更为突出,且注意力评分更高。基于上述发现,文章为小学教师注意力的提升提出针对性建议,以期为教师注意力的评价与提升提供支持。

连通性视域下高校师生互动类型、机制与策略

人际互动的基本前提是人与人之间的关系连通。在连通性视域中,高校师生关系可以区分为“无连通、弱连通和强连通”三种状态,并因此发展出“互动缺失、弱互动、强互动”三种互动类型。师生互动强度与教学效果之间存在明显正相关。师生强互动和关系强连通的获得机制主要是个体层面的特征同质性机制和群体层面的结构平衡化机制。实践中,通过调整教学策略、完善制度保障、建构支持合力等举措,可以增进师生之间的同质性因素,强化师生群体的结构平衡,进而建构起师生强互动和关系强连通,有效提升教学效果。

智慧课堂能够促进课堂互动吗?——来自行为序列分析的经验证据

充分的课堂互动是激发学生学习主动性和自主性,培养学生高阶思维能力和提升教学质效的重要途径。以安徽省蚌埠市某高校2022—2023年度第一、二学期的核心专业课教学过程为对象进行准自然实验,通过互动行为编码和序列分析,探讨智慧课堂环境对师生互动行为的影响。研究显示:与传统多媒体课堂相比,智慧课堂中教师发起的主动谈话频率显著下降,教师的观察和指导行为以及技术操作和测试方面的活动频率显著增加;智慧课堂中的学生主动谈话和行动频率显著增加,被动行为频率显著减少;智慧课堂通过激发更丰富的学生主动行为和教师被动行为,有助于提升学生学习的主体性和积极性。

“大二低潮”的成因分析及应对之策

“大二低潮”是高等学校普遍存在的现象,如何有效应对“大二低潮”已成为国内外高校广泛关注的问题。基于对河南省高校本科生的调查数据,分析了现阶段“大二低潮”形成的原因:学生缺乏获得感、缺乏明确的学习目标、内生动力不足;学校对大二学生关注度下降、考核重结果轻过程、课程授课形式单一、师生缺乏有效沟通。结合成因,提出建立本科导师制、提高“两性一度”、强化过程性评价、加强师生互动、强化学风建设等应对方案。

情境学习视角下小学生科学课堂参与现状及其影响因素研究——基于9节省部级优课视频的Nvivo分析

科学课堂中的学生参与是学生理解科学概念、建构科学经验、开展科学实践的重要前提。本研究基于情境学习理论和科学学科特点,生成小学生科学课堂参与的分析框架,采用混合方法对9节小学科学课视频进行分析。研究表明,学生行为参与类型多样,集体沉默现象值得关注;课堂听讲和被动应答频次较高,提问等行为呈现次数极少;理解性回应频次最高但时长短;创造性回应和总结反思性回应明显不足,且在课堂中较晚出现;小学生科学课堂参与状况存在学段差异。进一步分析发现,问题和互动情境、教师的提问和理答策略、学生感知到的认知责任是影响小学生科学课堂参与的重要因素。基于上述发现,提出了促进小学生科学课堂参与的建议。

共同体理论视角下朱门师生关系及当代启示

师生共同体是教育共同体、情感共同体和思想共同体的统一。运用共同体理论对朱门师生关系进行新的解读,可以发现在南宋书院教育场域中的朱门师生,既是在问难论辩、善思质疑的教学交往中生成以教学相长为主要特征的教育共同体,又是在相交以礼和融之于情的生活交往中生成以拟亲人关系为标志、以尊师爱生为伦理共识的情感共同体,还是在著书讲学和传扬理学的学术交往中生成以志同道合为特质、以追求真理为旨归的思想共同体。针对当今高校师生交往内容单一化、交往工具网络化和交往边界扩大化等问题,三位一体师生共同体可为高校建立良好师生关系提供借鉴和启示。

大学生学习性投入对其就业力的影响:课程满意度的中介作用

为了探讨大学生学习性投入与其就业力水平之间的关系,分析课程满意度在其中可能发挥的中介效应,采用中国大学生学习与发展追踪研究项目调查数据开展研究。研究发现,大学生的学习性投入水平及其重要维度——学业挑战度、生师互动、校园环境支持度等一方面直接正向影响大学生就业力水平,另一方面还通过课程满意度的中介作用正向影响其就业力水平。因此,建议改善学生高阶学习行为,提升学业挑战度;建立高效师生交流互动机制,鼓励各种形式的生师互动;强化社会实践,丰富学生的学术和社会活动经验;优化大学生人际交往环境和学业支持环境,提升校园环境支持度;根据学生评教结果动态调整课程内容和教学方法,提升大学生的课程满意度,进而提升其就业力水平。

“大先生”如何育栋梁材——以湖南一师早期的师生交往为考察中心

教育,乃国家之本,强国之基。百年前的湖南一师群星璀璨,英才辈出,这与当时汇聚了一大批“大先生”密切相关。他们秉承教育救国的理想信念,坚守育人初心,通过启智式交往、朋友式交往、典范式交往、同志式交往等方式,为国施教、启智润心、春风化雨、润物无声,以先知觉后知,以先觉觉后觉,培育了一大批胸怀“国之大者”“至诚报国”的国家栋梁之才。这些“大先生”的育人智慧、躬耕态度、行为示范等对新时代“大先生”如何践行教育家精神、如何铸魂育人、如何培育中国式现代化栋梁之材有较强的启示意义。

基于师生满意度视角的档案服务策略研究——以广东水利电力职业技术学院为例

针对高校档案利用服务水平难以量化的问题,从师生满意度视角入手,在现有研究基础上构建了包含13个指标的高校档案服务质量影响因素评价体系。对此,以广东水利电力职业技术学院为例,通过问卷调查收集师生用户反馈数据,并采用Kano模型对指标要素进行分类分析。结果共识别9个期望型要素和4个魅力型要素,据此提出服务质量提升策略,以期为高校档案工作高质量发展提供参考依据。

数字化赋能高校思政教学效果评价研究

为提升数字化赋能下高校思政教学效果,以效果评价为导向,运用文献研究法、调查法及统计分析法构建数字化赋能高校思政教学效果评价模型,并通过问卷调查收集200份数据进行验证。经t检验、探索性因子分析及验证性因子分析发现,由教师数字化教学效果评价、学生数字化学习效果评价及大数据教学效果评价构成的评价模型结果十分显著,建构合理。经多元回归分析发现,学校理念、数字技能及师生互评是影响数字化赋能下高校思政教学效果评价的三个重要因素。高校要重视数字化转型,加强对师生数字素养的培育,完善师生互评机制,形成师生互评推动下的联动向好机制,着力改进和提升高校思政教学效果。