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 bet...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.展开更多
在研究多属性群决策问题的领域中,概率犹豫模糊术语集(hesitant probabilistic fuzzy set,HPFS)作为犹豫模糊集的一种扩展,正广受关注。针对目前在概率犹豫模糊语言环境下,考虑用主客观结合的方式来求解权重以及对方案排序的过程中存在...在研究多属性群决策问题的领域中,概率犹豫模糊术语集(hesitant probabilistic fuzzy set,HPFS)作为犹豫模糊集的一种扩展,正广受关注。针对目前在概率犹豫模糊语言环境下,考虑用主客观结合的方式来求解权重以及对方案排序的过程中存在的问题,提出了一种基于前景理论和逼近理想解排序法(technique for order preference by similarity to an ideal solution,TOPSIS)相结合的多属性群决策模型。首先根据已知的主观决策者权重,经过一致性调节运算得到决策者的综合权重;其次利用熵值法构建了属性权重的求解模型;在充分考虑决策者心理行为的前提下,求解出正、负理想解矩阵,并且基于TOPSIS方法实现多个备选方案之间的优劣排序;最后,通过实例验证了该模型的可行性和有效性。展开更多
Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:P...Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:Participants comprised a TE and 32 PTs.The cognitive demands of the TE's questions and PTs'CT were analyzed using a systematic observation approach.Findings:Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs'higher-order cognitive processing.The PTs achieved higherorder CT when the TE asked more cognitively demanding questions.For instance,when the TE's questions were pitched at the cognitive demand levels-namely,the analyze,evaluate,and/or create levels—the PTanswers were longer and reflected higher CT,such as inductive reasoning,suggesting new ways of thinking,or legitimating the arguments of others.Accordingly,results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity.Originality/Value:Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students,how lecturers should use their questions to conduct such interventions has been overlooked.This study addresses this gap.展开更多
文摘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.
文摘在研究多属性群决策问题的领域中,概率犹豫模糊术语集(hesitant probabilistic fuzzy set,HPFS)作为犹豫模糊集的一种扩展,正广受关注。针对目前在概率犹豫模糊语言环境下,考虑用主客观结合的方式来求解权重以及对方案排序的过程中存在的问题,提出了一种基于前景理论和逼近理想解排序法(technique for order preference by similarity to an ideal solution,TOPSIS)相结合的多属性群决策模型。首先根据已知的主观决策者权重,经过一致性调节运算得到决策者的综合权重;其次利用熵值法构建了属性权重的求解模型;在充分考虑决策者心理行为的前提下,求解出正、负理想解矩阵,并且基于TOPSIS方法实现多个备选方案之间的优劣排序;最后,通过实例验证了该模型的可行性和有效性。
文摘Purpose:This study explores the relationships between the cognitive demands of the questions asked by a teacher educator(TE)and prospective teachers'(PT)capacity for critical thinking(CT).Design/Approach/Methods:Participants comprised a TE and 32 PTs.The cognitive demands of the TE's questions and PTs'CT were analyzed using a systematic observation approach.Findings:Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs'higher-order cognitive processing.The PTs achieved higherorder CT when the TE asked more cognitively demanding questions.For instance,when the TE's questions were pitched at the cognitive demand levels-namely,the analyze,evaluate,and/or create levels—the PTanswers were longer and reflected higher CT,such as inductive reasoning,suggesting new ways of thinking,or legitimating the arguments of others.Accordingly,results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity.Originality/Value:Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students,how lecturers should use their questions to conduct such interventions has been overlooked.This study addresses this gap.
