Integration of Ideological and Political Education into the Probability Theory and Mathematical Statistics Course:A Teaching Design Based on Estimation and Hypothesis Testing

With the rapid development of higher education in China,colleges and universities are facing new challenges and impacts in talent training.Probability Theory and Mathematical Statistics is one of the important courses in higher education for science and engineering majors and economics and management majors.Its critical role in cultivating students’thinking skills and improving their problem-solving skills is self-evident.Course ideological and political education construction is an important link in college talent training work.Combining ideological and political education with course teaching can help students establish correct value concepts and play a certain role in improving their comprehensive ability and quality.At present,the construction of ideological and political education in the Probability Theory and Mathematical Statistics course still faces some problems,mainly manifested in the lack of attention paid by teachers to course ideological and political education,insufficient exploitation of ideological and political elements,and the simplification of ideological and political education implementation methods.In order to comprehensively deepen the construction of course ideological and political education in line with the actual needs of Probability Theory and Mathematical Statistics course teaching,we should strengthen the construction of teacher teams,improve teachers’ability to carry out course ideological and political education,integrate educational resources,develop educational resources for ideological and political education,and innovate teaching methods to improve the overall effect of ideological and political education integration.

Teaching Biomedical Statistics to Nurse-Practitioners in Sub-Saharan Africa—The Example of “Intention to Treat” Shows Our Challenges and Dilemmas

Introduction: African nurse practitioners experience specific challenges, when faced with complex clinical trials implemented in their country. Method: Teaching challenges for African nurse practitioners were extracted from courses we conducted in Malawi. Participants attending the courses were nurse practitioners at various stages of their education ranging from nurses and medical assistants to the clinical officer with a BSc degree. Results: We identified four dilemmas for our participants: the “Taliban dilemma”, the “significance dilemma”, the “drop-out dilemma” and the “reality dilemma”. These dilemmas lead to five teaching challenges in the African context. Challenges in the context are theoretical complexity, imposed opinions, hierarchical implications, African enthusiasm and mysticism. Conclusions: The nurse practitioners, working in remote district hospitals need specific support to be able to scrutinize research papers which are meant to be implemented in their hospitals in order to secure their cooperation and dedication.

Education and sustainable development in Romania and the European Union countries

The sustainable development supposes a development strategy that would ensure the interdependence and complementarily of objectives from the social, economic and environmental fields. The degree of priority established for the three dimensions of sustainable development differs from one country to another, a fact that confers a national and local meaning to this issue. For the Central and Eastern European countries, balanced economic development represents one of the fundamental objectives of the reforms started in 1990. Education represents a priority of any country＇s economic development and an extremely important element of economic growth. This paper presents the characteristics of the Romanian educational system while achieving a comparative analysis regarding different countries of the European Union, both from a quantitative viewpoint （using the main indicators in the education field） and a qualitative viewpoint （using student performances in international evaluations）. In the end, we present some proposals for the improvement of the present state of the Romanian educational system.

The Effectiveness of Driver Education and Information Programs in the State of Nevada

According to National Highway Traffic Safety Administration, pedestrian and driver crashes are increasing at an alarming rate due to technological advancements and human errors. There is a need to improve existing driver education programs to mitigate the chances of crashes. The objectives of this research were 1) to examine the quality of Nevada’s driver education by evaluating the effectiveness of its programs, and 2) to provide recommendations to improve driving education in Nevada based on the results from this study. Two different surveys were conducted in Clark County, Southern Nevada. The first survey focused on assessing the strengths and limitations of the current Driver Education Programs in Nevada by capturing the opinions and attitudes of those who went through the process as teenagers. The second survey focused on driver safety through the involvement of pedestrians on the road. These surveys and the corresponding statistical analysis as well as the exiting literature have provided insights to improve driving education. The corresponding recommendations were organized into seven major categories: 1) lack of rigor of online driver education, 2) interactive learning and technology, 3) follow-up exams, 4) practice/training at home, 5) collecting information about crashes, 6) pedestrians, and 7) additional emphasis. Finally, due to the dangers of driving distractions (texting and calling on the cell phone) and impairments (driving under the influence of alcohol or drugs), more emphasis on these topics—as well as more public announcements through billboards, television commercials, and magazines— can help to constantly remind drivers about having good driving habits.

Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations

A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.

Analysis of the Factors Influencing the Participation of University Students in Rural Education for Poverty Alleviation

The principle of“poverty alleviation first helps the poor”is fundamental to poverty alleviation through education in rural areas.It serves as an important foundation for improving the soft power of rural culture and promoting the development of rural cultural construction.However,college students,being one of the main participants in educational poverty alleviation,have not been equipped with a well-established institutionalized participation mechanism and a sufficient awareness of participation.To enhance college students’awareness and participation in rural education and poverty alleviation and to improve the institutionalization,this research focuses on college students as a group,delves into the current situation and willingness of college students to participate in rural education and poverty alleviation,and analyzes the influencing factors affecting college students’participation in rural education and poverty alleviation by means of a questionnaire and a computerized statistical algorithm.Lastly,based on mathematical and statistical analysis,the research puts forward corresponding optimization countermeasures and suggestions from the perspectives of the government,colleges and universities,and villages,so as to provide decision-making guidelines for solving the problems of rural education development and talent constraints.

Gamified Learning Systems’Personalized Feedback Report Dashboards via Custom Machine Learning Algorithms and Recommendation Systems

Gamification in education enables for the holistic optimization of the learning process,empowering learners to ameliorate their digital,cognitive,emotional and social skills,via their active experimentation with game design elements,accompanying pertinent pedagogical objectives of interest.This paper focuses on a cross-platform,innovative,gamified,educational learning system product,funded by the Hellenic Republic Ministry of Development and Investments:howlearn.By applying gamification techniques,in 3D virtual environments,within which,learners fulfil STEAM(Science,Technology,Engineering,Arts and Mathematics)-related Experiments(Simulations,Virtual Labs,Interactive Storytelling Scenarios,Decision Making Case Studies),howlearn covers learners’subject material,while,simultaneously,functioning,as an Authoring Gamification Tool and as a Game Metrics Repository;users’metrics are being,dynamically,analyzed,through Machine Learning Algorithms.Consequently,the System learns from the data and learners receive Personalized Feedback Report Dashboards of their overall performance,weaknesses,interests and general class competency.A Custom Recommendation System(Collaborative Filtering,Content-Based Filtering)then supplies suggestions,representing the best matches between Experiments and learners,while also focusing on the reinforcement of the learning weaknesses of the latter.Ultimately,by optimizing the Accuracy,Performance and Predictive capability of the Personalized Feedback Report,we provide learners with scientifically valid performance assessments and educational recommendations,thence intensifying sustainable,learner-centered education.

新医科与新工科融合背景下医学统计课程教学探索及实践

在健康中国建设以及新医科建设的大背景下,为临床医学和公共卫生提供实验设计和统计分析方法的医学统计课程的教学面临诸多困境,需要新的探索与实践。基于在医学统计学和实验设计方面的多年教学实践与经验,系统分析当前医学统计教学效果不佳的主要原因包括如下几个方面,医学教育对医学统计的重视程度不够、教材和教师与教学需求相关性弱、教学模式单一和学生主动学习和兴趣较低。并提出“六位一体”的教学改革思路和教学实践,包括增强思政教育和增加对医学统计学的重视程度、明确新医科背景下医学专业对医学统计的新需求、优化教师知识体系、修订教学内容、改革教学方法和强化过程管理等,以满足新医科建设的医学统计课程教学改革思路与措施。

工程教育认证下“概率论与数理统计”教学改革

“概率论与数理统计”是理工和经管类各专业的数学基础课程,课程中的方法在解决实际问题时应用广泛。但是该课程理论性强、学习难度大,课程教学中通常存在课时少、实践少、学用分离等教学痛点,不符合工程教育认证理念。分析了防灾科技学院地质工程专业工程教育认证对“概率论与数理统计”课程的要求,以及大学传统的数学课堂教学存在的问题,结合地质工程专业发展规划和应用型人才培养目标,探讨如何进行数学类课程的教学改革,以达到工程教育认证标准。

数智时代应用型本科专业改革与实践——以经济统计学专业为例

数智时代,国家级一流本科专业背景下,经济统计学专业应用型本科人才培养应以整活课程资源、强化硬件设施、提升师资水平为基本出发点,着力打造包括“文化沁润、道法相济、实践淬炼”三维递进式的思政育人体系,“岗位导向、项目牵引、内容动态更新”的产教融合体系以及“聚焦新时代,重实用、重衔接、多点位、多方向、多学科”的课程融合体系三条主线在内的“思政+专业+科技”一体化卓越应用型人才创新培养体系,逐步探索有效提高应用型本科人才培养质量的专业改革实践路径及具体举措。

浅析高等教育事业统计工作面临的困境及对策

随着我国科技产业变革和教育事业改革的不断发展,高等教育事业统计工作在高校教育管理工作中起到非常重要的作用。文章通过阐述高等教育事业统计工作的发展历程和现状,针对现阶段高等教育统计工作中面临的对统计工作重视不足、现有统计指标体系不够全面、统计力量薄弱、缺乏有效的组织监管、信息化建设有待加强等困境,提出相应的建议对策,以期更好地推动高等教育统计事业的发展。

2000年以来我国职业教育图书述评

2000年以来,我国职业教育方面的图书可谓爆发式增长,“超星发现”相关图书共有13.8万本,是各类教育中增长非常快的一类。图书范围齐全,涉及职业教育理论、实践案例、中外教育史和中英文翻译论著等等诸多方面。作者覆盖教育部等行政机关和“双一流”高校等。在历史方面的著作中,共有930多本,职业教育硕果累累,在各类教育史中颇为显赫。今后我国要追求图书的质量,注意中译外的著作,加强微观职业研究。

现代信息技术在高等农业院校研究生统计类课程教学改革中的应用探索

统计类课程是高等农业院校研究生的专业基础课和学位课,对研究生学习专业知识和进行科学研究具有重要意义。但是,目前国内高等农业院校研究生统计类课程大多还是采用传统的教学方式,注重理论教学而忽视学生实践能力培养,因此对研究生统计类课程的改革势在必行。现代信息技术的发展为统计类课程的教学改革提供了方法。该文论述了现代信息技术在农业院校统计学课程教学改革中的作用和应用方法。

基于“三全育人”理念的概率论与数理统计课程思政教学探索与实践

课程思政是实现有效育人的重要教学方式。根据当前概率论与数理统计课程思政的现状,并基于概率论与数理统计课程教学内容,从融入时机、思政元素类型两方面阐述课程思政教学的做法,挖掘案例中蕴含的“思政元素”及所承载的思想政治教育功能,以润物无声的方式将思政元素融入课堂教学,促成知识传授、思政教育、价值引领三者有机统一,做到全员、全程、全方位育人,以此实现概率论与数理统计课程立德树人的目标。

以思政育人为引领的经管类专业统计学金课建设研究

金课建设是落实思政育人的有效途径,通过思政育人引领金课建设,可以实现育人和育才相统一。基于思政育人引领统计学金课建设的要求,构建了以“价值塑造目标为引领,知识传授目标为基础,能力培养目标为重点”的“三位一体”统计学金课目标体系,并提出了具体的建设措施:巧妙融入思政元素,拓展教学内容的广度和深度;创新教学模式,实现育人和育才相统一;增加思政考核元素,加强课程过程性考核;师生共同参与,建设富含思政内涵的教学资源库。

共振与交融:“概率论与数理统计”课程思政的挖掘与实践

课程思政对高校课程教学提出新的要求——在协同育人中突显立德树人的教育目的。文章以“概率论与数理统计”课程思政的探索为主题,以课堂教学实践为基础,以课程知识点为载体。在教学过程中揭示概率统计知识中的思政元素,以隐性渗透的方式对学生进行唯物主义理念的灌输,从而达到知识传授与思政育人的共振与交融,最终实现知识传授和立德树人双目标。

新文科背景下面向财经类高校的“概率论与数理统计”课程建设与实践——以贵州财经大学为例

根据“新文科”建设的核心要义,分析了财经类高校在探索“概率论与数理统计”课程建设的现状与困境。重点以贵州财经大学为例,探讨了“概率论与数理统计”的课程建设与实践。以超星信息技术平台为依托,深入贯彻基于学习成果为导向的教学理念,以学科竞赛为抓手,着力提升人才培养质量为目标,按照一流课程建设要求,融入课程思政,助推统计学一流专业和一流学科建设。

R语言与Python在高等教育统计计算课程教学中的应用对比研究

随着数字化的不断深入、大数据和计算机技术的迅速发展,统计计算成为高等教育中不可或缺的一门课程。在高等教育的统计计算课程中,如何选择合适的编程语言和工具成为教育工作者和学者面临的问题。该文旨在对比分析R语言与Python在统计计算课程中的应用,探讨各自的优势和局限性,为教师提供有益的指导以选择最适合其教学目的和内容的统计分析工具。建议研究者和教师在选择计算机语言时,不仅要考虑其功能和特性,还要考虑课程的长期发展和学生的学习需求。该文期望为高校教师在统计计算课程的教学提供有益的参考。

机器学习方法在测验安全领域的应用

测验安全的事后检测主要依靠统计量方法,而新兴的机器学习方法凭借良好的检测性能与统计量方法形成互补。为了推进测验安全问题的解决,综述了监督学习、无监督学习和半监督学习三大类机器学习方法及其衍生的集成学习、深度学习与迁移学习方法在测验安全领域的应用,阐述了不同机器学习方法的特点,提供了数据的获取及处理、输入特征的选择等实用的方法建议。未来研究可以从机器学习与个人拟合、机器学习与多模态数据、基于生成对抗网络的异常检测,以及增加研究结果的可解释性几方面开展。

数字化时代本科统计计算课程思政面临的挑战与对策

在数字化时代,统计计算课程面临着一系列新的挑战和机遇,特别是在课程思政方面。随着大数据、人工智能、云计算和ChatGPT等新兴技术的广泛应用,教学内容和方式都需要适应这一变革。但这也容易导致思政教育被忽视,如学生过度依赖技术,缺乏批判性思考和道德观念。还应注意到数字化环境下学生易受非主流或极端思想影响。为应对这些问题,该文提出,课程设计需考虑思政内容与专业技能有机结合;利用数字化平台进行有效的思政教育,如在线讨论和案例分析等;加强师资队伍建设,提升教师进行数字化思政教学的能力。该研究对统计计算课程在课程思政方面所面临的新挑战提供有价值的见解,并为未来教育教学改革提供参考和启示。