Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

经验小波变换和改进S变换结合的电能质量检测与识别方法

为分析不确定干扰因素影响下的实际电力网络电能质量问题,提出一种经验小波变换(EWT)和改进S变换相结合的电能质量检测与识别方法。该方法一方面利用EWT联合归一化直接正交(NDQ)算法和奇异值分解(SVD)算法准确提取调幅-调频分量的频率、幅值和时间参数,另一方面考虑到EWT算法在高噪声环境下瞬时幅值波动的问题,引入改进S变换提取高噪声干扰下的电能质量扰动时频信息,最后,基于EWT和改进S变换提取的扰动特征向量,利用基于改进粒子群优化算法(IPSO)优化支持向量机(SVM)的电能质量扰动识别分类器实现扰动类型的精确识别。仿真和实验表明所提方法在复合扰动识别分类时平均识别准确率为93.23%,且能够准确识别4种实测扰动信号。

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

From the Voices in the Narratives of After-School Support Advisors: Support for Children’s After-School Support Advisors in Japan

This paper examines how advisors perceive the voices made by Mr.A(pseudonym),the founder of after-school support for children(Initiative Z:pseudonym)in Japan,to advisors who support children.Furthermore,the purpose of this study is to find out how advisors think about the voices and that the voices have led or not advisors to support children,if to do so,what points are key to continuing support for children.Therefore,in Initiative Z,I conducted a survey of two advisors who were approached by Mr.A,who is involved in supporting children as an advisor.As a result of analyzing the narratives obtained from interviews with the two advisors,it was found that the advisor had a sense of being recognized by Mr.A because Mr.A acknowledged the advisor’s way of life.This feeling on the part of the advisor led to trust in Mr.A,and the advisor was in tune with Mr.A’s thoughts on after-school support,suggesting that the advisor was providing support to the child.

Emotional Value Care to Promote Emotional Communication Between Teachers and Students Under the New Era of Education Mode

With the development of the times and the progress of the society,the ancient education mode can no longer meet the requirements of the times.The concept of educating people must keep pace with the times.The way teachers and students get along is no longer like in ancient times,where teachers teach students to listen.In the new era,it is necessary to build a new model of interaction between teachers and students.If educators pay attention and come to understand students’psychology,listen to students’aspirations,tend to students’emotions,grow in love for education,and treat students from their hearts,they would be able to win the favor of students.Paying attention to students’emotional value can promote emotional communication between teachers and students.It is possible to adapt to the requirements of the new era for the construction of morality and ethics among teachers by caring for students’emotional value.

“优师计划”背景下师范生U-G-S培养模式价值、问题及对策

从“优师计划”背景下师范生U-G-S培养模式价值分析入手,剖析“优师计划”背景下师范生U-G-S培养模式中地方政府、师范院校、中小学校、师范生四个基本要素各自存在问题,提出“四位一体”师范生U-G-S培养模式提升对策,以当地政府为主导、以师范院校为引领、以中小学校为核心、以师范生为主体,统筹各方培养资源和优势力量,激活多方利益主体意愿,助力乡村卓越教师的培养。

The Research about the Role and influence of Teacher emotional support in Online Learning Environment

At the beginning of 2020,the“COVID-19”came out.Affected by the outbreaks,the universities have to carry out online teaching.Online learning provides students with full freedom and personalized learning space,but at the same time,it also brings problems such as weak feelings between teachers and students and lack of learning experience.To solve these problems,this paper adopts the methods of questionnaire survey,experimental control and behavioral modeling.This paper studies how teachers’emotional support behavior affects students’learning process and learning emotion in online learning environment,and proposes that teachers’emotional support behavior is appealed and desired by students.Positive teachers’emotional support behavior can promote students’learning process and improve students’learning emotion.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

赋s范数Orlicz函数空间的光滑点

光滑点是巴拿赫空间几何理论中的重要概念,在估计理论,概率论等领域有重要应用。本文中,首先用凸模引入赋s-范数Orlicz空间对偶空间范数,然后讨论对偶范数的范数可达性,在此基础上给出赋s-范数Or-licz空间的支撑泛函的显式形式,最后给出赋s-范数Orlicz空间光滑点的判据。

Habits on Social Networks at Workplace: A Survey of Motivations and Behaviour

This article explores the use of social networks by workers in Abidjan, Côte d’Ivoire, with particular emphasis on a descriptive or quantitative analysis aimed at understanding motivations and methods of use. More than five hundred and fifty questionnaires were distributed, highlighting workers’ preferred digital channels and platforms. The results indicate that the majority use social media through their mobile phones, with WhatsApp being the most popular app, followed by Facebook and LinkedIn. The study reveals that workers use social media for entertainment purposes and to develop professional and social relationships, with 55% unable to live without social media at work for recreational activities. In addition, 35% spend on average 1 to 2 hours on social networks, mainly between 12 p.m. and 2 p.m. It also appears that 46% believe that social networks moderately improve their productivity. These findings can guide marketing strategies, training, technology development and government policies related to the use of social media in the workplace.

高质量的“U-G-I-S-C”教师教育模式构建研究

“U-G-I-S-C”教师教育模式能满足教师教育一体化发展、大学和中小学共同利益实现与优势发挥最大化、实现中国式现代化和教育强国建设培养卓越中小学教师的需要。为进一步提高我国教师教育质量,可从以下几方面优化“U-G-I-S-C”教师教育模式运行策略:明晰合作理念和共同利益目标,合作关系从松散走向共生;建立平等协商和高效工作机制,合作效果从单兵作战走向互惠共赢;共同发展教育作为爱的事业,从利益联合走向文化融合;增进技术赋能,促进教师培养从断裂式走向全程浸入式并基于循证的教师教育过程;完善保障机制,汇聚各方组织的巨大合力。

基于ISVM-DS的红外多传感器融合识别方法

弹道中段目标为一个目标群,包括弹头、诱饵、碎片等,并且由于距离传感器较远,红外成像为点目标,可用信息较少,因此单一的红外传感器往往难以满足识别要求,需要融合多个传感器进行识别。针对红外多传感器的融合识别问题,本文提出了基于增量支持向量机和D-S(increment support vector machine-Dempster-Shafer,ISVM-DS)证据理论的融合识别方法。首先,训练多个波段传感器红外特征的支持向量数据描述(support vector data description,SVDD)模型,生成壳向量并训练其ISVM模型;接着,采用ISVM模型的后验概率生成基本概率赋值(basic probability assignment,BPA);最后,利用D-S证据理论对多个证据的BPA进行融合,输出分类结果。实验结果表明,该方法能有效提高目标识别的准确性。

教师支持如何影响初中生外化问题行为--基于CEPS数据的实证研究

运用目前最新的“中国教育追踪调查”(CEPS)2014-2015学年追访调查数据,探讨教师支持对初中生外化问题行为的影响及其作用机制。研究发现:教师支持显著负向预测初中生的外化问题行为。进一步中介效应分析发现,同伴关系在教师支持与外化问题行为之间起部分中介作用。此外,情绪弹性在教师支持与同伴关系之间具有负向调节作用,即与高情绪弹性的初中生相比,低情绪弹性的初中生通过教师支持影响同伴关系的作用更强。研究结果启示应凸显同伴关系与教师支持对初中生外化问题行为的保护性作用,尤其要关注低情绪弹性初中生的同伴关系与行为表现。

Co_(9)S_(8)/Cu_(2)S/CF纳米阵列的制备及其电化学析氢性能

过渡金属硫属化合物因其组成、结构和功能的特殊性,在电解水析氢高效电催化剂制备领域受到广泛关注。采用溶剂热法在泡沫铜基底上制备出Co_(9)S_(8)/Cu_(2)S/CF纳米复合材料。借助X射线衍射(XRD)、扫描电镜(SEM)以及透射电镜(TEM)等分析手段对材料进行详细表征并探究其电解水析氢性能。在0.5 mol/L H_(2)SO_(4)溶液、磷酸盐缓冲溶液(PBS)和1 mol/L KOH溶液中,只需要82 mV、117 mV和153 mV过电位就可以达到10 mA·cm^(-2)。此外,该催化剂在历经多次电化学析氢反应后,其过电位值无明显变化,具有优异的电化学稳定性。相较于单一Cu_(2)S与Co_(9)S_(8)材料,复合催化剂Co_(9)S_(8)/Cu_(2)S在催化活性上有较大程度提高。

基于IGWO算法优化LSSVM的电能质量扰动识别方法

为了提高电能质量扰动(power quality disturbance,PQD)识别结果的准确性,笔者提出一种基于改进灰狼优化算法(improved grey wolf optimization,IGWO)优化最小二乘支持向量机(least squares support vector machine,LSSVM)的PQD识别方法。通过采用收敛因数指数调整、自适应位移和权重动态修订等措施对灰狼优化算法进行改进,得到IGWO算法;以PQD信号的9个特征量为支持向量、7种PQD类型为输出量,利用IGWO算法寻找LSSVM的最优参数,建立基于IGWO-LSSVM的PQD识别模型并进行仿真分析,且与其他模型的识别结果进行对比。结果表明,相比算例中列出的几种对比模型,IGWO-LSSVM模型识别结果的正确率更高,验证了所提PQD识别方法的有效性和实用性。

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

成效·局限·改革:“G-U-S”三位一体协同育师机制审思

“G-U-S”三位一体协同育师机制是指,政府、高校、中小学(含幼儿园)三方各司其职,责任共担、协同培育教师的一种制度形式与工作方式。现有的三位一体协同育师机制尽管促进了教师培育成效提高、教师教育资源整合、区域教育均衡发展及教师专业水平持续提升,但仍然存在相关决策主体单一、三元主体权责不明、培育方案不够成熟、协同培育管理不够协调等局限。为进一步提升“三位一体”协同育师机制的成效,理应构建具有一定行政职能的协同育师主体联盟,明晰“三位”主体各自的权责,完善协同育师培育方案,促进协同培育管理更加协调。

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

智慧环境下的“U-S双师”课堂:设计、实施与评价

为破解教师教育者缺乏中小学教学经验、师范生在真实情境中实践机会有限等问题,文章基于协同创新和深度学习理论,系统构建了智慧环境下的“U-S双师”课堂教学设计框架,提出网络直播、真情境教学和课例展示三种双师课堂实施路径以及表现性评价设计步骤,并将其用于实践,开展行动研究。文章认为,智慧环境下的“U-S双师”课堂具有师生协同的互惠性、教学过程的进阶性和学习环境的智能性,是高校教师教育者与中小学教师共同开发课程内容,通过线上线下联袂执教或线下共同教学等形式,为师范生提供多元参与体验和个性化指导机会,促进师范生知识迁移、问题解决和实践创新的一种课堂形态。实践表明,师范生肯定“U-S双师”课堂的教育价值,能够积极参与并顺利完成学习任务,获得较为扎实的数学教学知识,形成创新思维能力和自我发展能力,但是评课交流方面的高阶思维能力亟待加强。