Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.

Creative Problem-Solving and Music: Analyzing the Correlation between Music and Divergent Thinking Abilities

This research paper delves into the connection, between problem-solving and music. It’s a topic that has piqued the interest of scholars in fields, including science and neuroscience. The study explores how music can influence our ability to think divergently which is an aspect of creative thinking. It builds upon advancements in methods to investigate the relationship between music and divergent thinking aiming to uncover potential correlations. Doing it offers insights into the interplay between artistic expression and cognitive innovation. This research combines an analysis of existing literature with data collected from a group of participants shedding light on how music impacts our capacity for creative thinking. It demonstrates that music plays a role as a catalyst, for stimulating and enhancing thinking abilities.

Measuring Research on County Agricultural Technological Innovation Ability Index

Taking the mechanism of technological construction guidance theory and mode which consists of "objective-construction-evaluation-construction-objective" as a starting point, on the basis of county agricultural technological innovation ability and its index definition, this paper researches the constructing system of county agricultural technological innovation ability. Firstly, on the basis of defining county agricultural technological innovation ability and the definition of index, according to the principle of purposefulness, scientificity, systematicness, integration of dynamic state and static state, integration of quantitativeness and qualitativeness and so on, we construct the multi-level measuring system of county agricultural technological innovation ability, including 4 first-level indices, namely technological innovation environment, technological innovation basis, technological innovation ability, and technological innovation efficiency; 15 second-level indices, such as technological policy, technological system mechanism, technological institution construction, ability of innovation subject, ability of industrial expansion, scale merit, technological contribution rate. Moreover, this system has 45 third-level indices. Then, by using unascertained mathematics method and AHM method, we establish the multi-level unascertained composite measuring model of county agricultural technological innovation ability index. Finally, by using the survey data of one county in Hebei Province, and the established county agricultural technological innovation ability index model, we get the county agricultural technological innovation ability index of 0.711 by calculation, that is, the innovation ability is at the intermediate level, namely the modern agricultural sub-stage. The empirical research proves the correctness and applicability of this model.

On Solving Mathematical Problems the Spatial-Visual Ways

This study investigated the effectiveness of spatial-visualization-based instruction on the mathematical problem-solving performance of 35 mathematics education students using one-group pretest-posttest quasi-experimental design. It also aimed to describe how spatial visualization is applied in solving mathematical problems. The findings of the study revealed that spatial-visualization-based instruction improved the mathematical problem-solving performance of students. The spatial-visualization ability can be applied in solving mathematical problems.

利用Mathematica实验教学融入数学思想的研究与实践

高等数学作为大学理工科教育的基础,与相关学科联系紧密、相互渗透,是理工科重要的基础课。高等数学中引入了无穷大和极限的思想,具有很强的抽象性,所以高等数学的教学应注重数学思想方法的培养,以增强学生应用能力为目标。利用Mathematica辅助高等数学教学可以使数学中抽象的概念易于呈现,让学生在软件环境中学习数学能锻炼学生应用数学软件解决实际问题的能力,增强学习效果。本文通过分析高等数学教与学的特点,设计Mathematica课件用于高等数学的教学,并利用软件帮助学生体会数学思想。

Mathematica软件在中学数学教学中的应用实践

在不断强调提高学生素质，拓广学生知识面，加强学生实践能力的课程改革过程中，现代教育技术与数学教学的整合引起了不少从事数学教育工作者的研究兴趣。随着数学软件的成熟，使得计算机技术与数学教学结合更加密切。

Spatial Abilities as a Predictor to Success in the Kangaroo Contest

In the few years since the Kangaroo Contest arrived in Israel, we have discovered that all the winners in grades 2-6 succeeded in spatial abilities （SA）-oriented tasks. In this study, we investigate a potential relationship between spatial abilities and mathematical performance （focusing on non-standard problems） in mathematically-motivated students （MMS） who participated in the Kangaroo Contest. We also sought to ascertain whether the correlation between scores of SA tasks and the rest [of the] non-standard problems （RNSP） in the contest is age-dependent. A strong correlation between SA tasks and mathematical performance, together with well-known malleable spatial abilities can lead us to the conclusion that the development of spatial abilities in early childhood is necessary as a predictor of later mathematics achievement. This issue is important for students at all levels and especially for MMS, some of whom will later become mathematically promising students.

早期儿童空间能力干预能提升数学能力吗?——基于实验或准实验研究的元分析

空间能力与数学能力紧密相关,但空间能力干预能否提升早期儿童的数学能力尚不明晰。为进一步明确空间能力干预对早期儿童数学能力的影响,本研究采用元分析方法对24篇国内外相关研究进行整合分析。结果发现,已有研究能够证明空间能力干预可以提升早期儿童的数学能力,儿童年龄、干预方式、文化背景是影响干预效果的重要因素,而空间能力维度和干预总时长不影响干预效果。建议教育者抓住早期儿童数学能力发展的关键期,创设有利于儿童空间—数字联合表征的环境;丰富早期儿童的具身空间体验,通过多样化的活动支持儿童的数学学习;发挥空间思维在数学学习中的作用,鼓励早期儿童运用空间策略解决数学问题。

数学建模竞赛对大学毕业生创新能力与业绩的影响

大学生创新能力的培养是一个长期的、持久的过程,作为全国具有代表性学科竞赛的数学建模竞赛,它对学生创新精神和创新能力的培养是逐渐得到强化的。该文通过对D大学的毕业生发放调查问卷,获取参加过数学建模与未参加过数学建模的毕业生的工作情况和发展现状,对其业绩调查分析,得出获得数学建模国家级奖项的毕业生更倾向于选择IT行业,并且参加过数学建模竞赛的毕业生的薪酬水平要高于普通毕业生收入的平均水平,从而更深层次印证数学建模竞赛对学生创新能力的提升效力。

概率论与数理统计课程情境化教学模式探索与实践

概率论与数理统计是高校理工专业的核心基础课程,开展概率论与数理统计情境化教学模式探索与实践能够显著提升教学质量。该文首先从课程属性、智慧教学环境、教学理念等视角分析开展情境化教学模式的必要性,进而从情境案例准备、学习情境设定、自主探究学习、智能系统辅助和数据分析与评估等五个环节探讨情境化教学模式设计问题。最后,以条件概率为例,研究情境化教学模式的实施过程。情境化教学模式还可以向其他公共基础课程与专业课程推广应用,能够在学生创新实践能力培养方面发挥重要作用。

高中生数学建模能力的调查研究

为了解高中生的数学建模能力现状,对A市某高中203名学生的数学建模能力进行测试,以此得到高中生数学建模能力的总体状况.调查发现,高中生数学建模能力水平整体偏低,高一学生数学建模能力水平低于高二学生,且存在显著性差异.

大学生数学能力评价--以北京科技大学为例

大学生的数学能力是高校合理评价学生的一个重要方面,从绝对分数、相对分数、正态化分数三个角度计算课程的标准分,并采用熵权法确定其权重,再在学分的基础上使用变异系数法,构建了大学生数学能力评价体系.最后将此体系应用于评价北京科技大学2016级2636名学生的数学能力,并分析其它课程加分、数学竞赛获奖等因素对大学生数学能力评价的影响机理.

基于数学建模思想提升大学生创新能力策略研究

随着社会的不断发展和变化,创新已经成为推动经济增长和社会进步的重要驱动力。数学建模作为一种重要的思维方法和工具,以其独特的逻辑性和实践性,在培养大学生创新能力方面发挥着不可替代的作用。如何将数学建模思想更好地运用在教学过程中,提升学生的创新能力,是值得教育工作者深入探讨的重要课题。对此,通过阐述数学建模思想在大学生创新能力培养中的应用价值,进而分析基于数学建模思想提升大学生创新能力的策略,以期帮助大学生更好地适应未来社会的发展需求。

新课标背景下ChatGPT在初中数学备课中的创新功能与价值定位

《义务教育数学课程标准(2022年版)》的颁布,标志着初中数学课程教学迈入了以学科核心素养为导向的新阶段。新课标对初中数学课程提出了新理念和新要求,初中数学教师面临着:从“知识导向”转向“素养导向”的课程目标设计;从“单一学科”转向“跨学科”的教学活动设计;从“基于经验”转向“基于新课标”的“教-学-评”设计的新挑战。在此基础上,该研究深入分析初中数学新课标内涵,探究ChatGPT4.0在初中数学备课中信息检索、教学设计、课程开发等方面的创新功能,明确其在智能语义分析,帮助教师明确教学目标;深度知识挖掘,辅助教师完善活动设计;提供策略参考,彰显教师独特教学风格;辅助教学评估,提供个性化的学习支持等方面的价值定位,实现技术赋能教育教学的高质量发展。

广西小学生数学学习韧性现状与对策探研

数学学习韧性是学生在数学学习过程中面临学习困难或压力时有效应对和积极适应的能力,能促进学生学习能力的发展及成长成才。调查发现,广西小学生数学学习韧性处于中等偏上水平,但学习管理能力较低;农村小学生数学学习韧性显著低于城镇小学生;六年级学生的个人毅力低;留守学生的数学学习韧性差。基于此,应注重家校齐抓共管,培养自我管理学习习惯;师生互助帮扶,缩小城乡教育资源差距;渗透挫折教育,塑造学生坚毅品格;多方协同努力,关爱与帮助留守儿童。

STEAM教育理念下数学拓展课教学设计研究

为了达成培育真实情境问题解决能力的目标,围绕以跨学科为核心特征的STEAM教育,寻求数学拓展课的优化路径.从确定以真实情境问题解决能力为目标、设计体现多维化特征的教学内容、实施彰显数学化脉络的教学活动、设定关注学习过程的评价侧重点4个维度切入,剖析STEAM教育理念对数学拓展课教学的指导价值,提炼教学基本理念,并构建了STEAM教育理念下的数学拓展课教学基本流程.最后归纳总结出教学设计与实施过程中应注意的关键点:防止过度数学生活化,妥善处理情境虚实;关注协作创新过程,培育工程设计思维;合理融入人文艺术,凸显数学学科本质.

中学生数学问题解决能力的发展轨迹——基于认知网络分析法的一项研究

培养中学生数学问题解决能力是中学数学课程与教学的重要目标之一。该研究采用认知网络分析法探索中学生数学问题解决能力的发展轨迹,表现为:首先具备问题转化能力与解题方案执行能力,进而具备问题转化能力、解题方案执行能力与问题结构化能力,最终具备解题方案制订能力在内的数学问题解决各维度能力。其中,问题结构化能力是促使中学生数学问题解决能力从低水平到中水平的关键,解题方案制订能力是促使中学生数学问题解决能力从中水平到高水平的关键。

ICT使用和数学学习心理对学生数学问题解决能力的影响机制研究

问题解决能力是21世纪学习者的一项综合素质与必备技能。随着信息与通信技术(ICT)融入学生的学习与生活,研究其对数学问题解决能力的影响有助于在信息化背景下把握学生数学问题解决的规律和促进教学实践创新。此外,学生数学学习的心理品质也对问题解决有重要影响。本研究依据PISA 2022数学问题解决能力排名前十的国家与地区的数据,分步探讨不同国家与地区学生数学问题解决能力的差异,以及ICT使用、心理品质对学生数学问题解决能力的影响及其作用机制。结果表明:学生的ICT使用和心理品质对数学问题解决的影响在不同国家与地区间存在差异;学生的ICT使用和心理品质分别对数学问题解决有显著影响,二者能够通过共同作用影响数学问题解决。启示我国应深化课程体系对数学问题解决能力的培养,提升学生在信息化背景下的数学问题解决能力,培养学生积极的数学学习心理,发挥ICT使用与心理品质的共同作用。

新高考十年数学科考试内容改革:成就、挑战与转向

新高考启动十年来,数学科贯彻高考内容改革要求,在考查目标、考查内容、考查要求、试题形式、试卷结构、难度调控等方面持续深化改革,加强数学思维和核心素养考查,进一步增强学科育人功能,提升人才选拔质量。面对拔尖创新人才选拔培养等新要求,针对学生能力水平差异较大、试题难度的年度间波动等挑战,应进一步完善考试目标,制定有针对性的考查策略,研究适合不同地区学生的卷种、题型和试卷结构,科学调控难度,充分发挥考试评价的积极导向作用,提升人才自主培养质量,助力教育强国建设。