为探究中国高等教育现代化建设水平及其空间差异,首先从办学规模、办学条件、国际化程度、社会效益四个方面构建高等教育现代化评价指标体系;然后采用熵权-TOPSIS法(technique for order preference by similarity to an ideal solution...为探究中国高等教育现代化建设水平及其空间差异,首先从办学规模、办学条件、国际化程度、社会效益四个方面构建高等教育现代化评价指标体系;然后采用熵权-TOPSIS法(technique for order preference by similarity to an ideal solution,优劣解距离法)对2011—2021年中国高等教育现代化建设水平进行测算,并借助Dagum基尼系数、核密度估计和莫兰指数来分析“十二五”“十三五”及“十四五”开局之年中国高等教育现代化建设水平的区域差异、演变趋势及空间分布特征。研究发现:中国高等教育现代化建设水平整体呈上升趋势且存在较大的提升空间,区域呈现由东部—中部—西部递减的阶梯状分布;整体存在明显的空间差异与集聚现象,差异主要来源于区域间差异,极化现象表现为“高高”集聚省份多在东部地区,“高低”集聚省份多在西部地区。本研究结果可为高等教育现代化的实现提供实证依据,并为国家制定高等教育现代化发展政策提供可行性建议。展开更多
线性代数作为大学生的公共必修课程,其重要性不言而喻。然而现阶段大学线性代数课程的教学依然存在诸多问题,如内容抽象导致学生难以理解,教师教学脱离实际背景意义等。已有不少文献对这些问题进行过深入探讨。本文将基于线性代数的学...线性代数作为大学生的公共必修课程,其重要性不言而喻。然而现阶段大学线性代数课程的教学依然存在诸多问题,如内容抽象导致学生难以理解,教师教学脱离实际背景意义等。已有不少文献对这些问题进行过深入探讨。本文将基于线性代数的学科特点分析总结出若干其他的教学问题。具体地我们归纳出以下四类突出问题:教师课堂教学过程中多媒体设备的使用频率过高;教师的教学内容单一贫乏缺少延伸;线性代数计算量大导致学生错误率过高;评教机制不够科学、客观。针对这四类问题本文提出了相应的教学改革措施,均具有一定的可行性。Linear Algebra is an essential prerequisite course for undergraduates, and its importance is self-evident. However, there are still many problems in the teaching of linear algebra at present, such as the abstract content making it difficult for students to understand, and the teachers’ teaching being disconnected from the practical background. There have been many in-depth discussions on these problems in the literature. In this paper, based on the discipline characteristics of linear algebra, we will analyze and summarize several other teaching problems. Specifically, we have identified the following four prominent problems: the excessive use of multimedia equipment in teachers’ classroom teaching;the teachers’ teaching content being monotonous and lacking extension;the large amount of linear algebra calculations leading to excessive error rates;and the unscientific and objective evaluation mechanism. In response to these four problems, this paper proposes corresponding teaching reform measures, all of which have certain feasibility.展开更多
文摘为探究中国高等教育现代化建设水平及其空间差异,首先从办学规模、办学条件、国际化程度、社会效益四个方面构建高等教育现代化评价指标体系;然后采用熵权-TOPSIS法(technique for order preference by similarity to an ideal solution,优劣解距离法)对2011—2021年中国高等教育现代化建设水平进行测算,并借助Dagum基尼系数、核密度估计和莫兰指数来分析“十二五”“十三五”及“十四五”开局之年中国高等教育现代化建设水平的区域差异、演变趋势及空间分布特征。研究发现:中国高等教育现代化建设水平整体呈上升趋势且存在较大的提升空间,区域呈现由东部—中部—西部递减的阶梯状分布;整体存在明显的空间差异与集聚现象,差异主要来源于区域间差异,极化现象表现为“高高”集聚省份多在东部地区,“高低”集聚省份多在西部地区。本研究结果可为高等教育现代化的实现提供实证依据,并为国家制定高等教育现代化发展政策提供可行性建议。
文摘线性代数作为大学生的公共必修课程,其重要性不言而喻。然而现阶段大学线性代数课程的教学依然存在诸多问题,如内容抽象导致学生难以理解,教师教学脱离实际背景意义等。已有不少文献对这些问题进行过深入探讨。本文将基于线性代数的学科特点分析总结出若干其他的教学问题。具体地我们归纳出以下四类突出问题:教师课堂教学过程中多媒体设备的使用频率过高;教师的教学内容单一贫乏缺少延伸;线性代数计算量大导致学生错误率过高;评教机制不够科学、客观。针对这四类问题本文提出了相应的教学改革措施,均具有一定的可行性。Linear Algebra is an essential prerequisite course for undergraduates, and its importance is self-evident. However, there are still many problems in the teaching of linear algebra at present, such as the abstract content making it difficult for students to understand, and the teachers’ teaching being disconnected from the practical background. There have been many in-depth discussions on these problems in the literature. In this paper, based on the discipline characteristics of linear algebra, we will analyze and summarize several other teaching problems. Specifically, we have identified the following four prominent problems: the excessive use of multimedia equipment in teachers’ classroom teaching;the teachers’ teaching content being monotonous and lacking extension;the large amount of linear algebra calculations leading to excessive error rates;and the unscientific and objective evaluation mechanism. In response to these four problems, this paper proposes corresponding teaching reform measures, all of which have certain feasibility.
