基于LSTM-CNN的中文短文本分类模型

针对中文语言本身特点,以及传统文本分类方法不能有效应对短文本分类的问题,本文构建了基于LSTM-CNN的中文短文本分类模型。该模型使用word2vec对待分类文本进行预处理,以获得字词级别的向量;再将词向量送入LSTM层提取语义特征,并通过卷积层提取局部特征;在利用最大池化的方法获得特征向量后,将其放入softmax分类器以得到分类的最终结果。与现有的SVM、KNN、CapsNet和Labeled-LDA的实验结果相比,该分类模型能够有效提高中文短文本分类的准确率。     

论高等学校实施性别教育的价值取向与可能性

以建构高等学校德育和专业人才综合素质培养的社会性别向度、彰显性别理论学术研究、规范高等学校性别知识体系建设、将性别教育纳入高师教育主流体系、加强对高等学校实施性别教育的教育行政管理为主要目标；以建构社会性别发展性高等学校德育模式、在高等学校人才培养方案中建构社会性别理论通识教育、在教师教育中实施社会性别意识教育为主要措施，发挥高校教育在促进性别平等发展中的积极作用，将是促进高校教育公平和消除性别歧视的有益探索。     

Bridging the gap: online materials to equip graduate entrants to a law degree with essential subject knowledge and skills

Graduate entrants to law degrees can be disadvantaged by being exempted from Level 4 modules. Many lack the law-specific knowledge and skills that they would have gained from their first-year studies, making it more difficult for them to achieve mastery of higher-level modules. This poses risks to their retention and progression. The Open University Law School sought to bridge this gap by providing optional online “catch-up” materials, including 12 sessions of knowledge-based learning. Each session was followed by a brief Moodle poll so that we could ascertain that session’s fitness for purpose, and which students had studied it. The sessions were highly rated by respondents, and most had been studied in the target time of around 15 minutes. Studying the sessions was statistically associated with academic success. This finding does not prove that the sessions contribute towards student's attaining higher grades, but it is encouraging. Only a small percentage of students studied any sessions, and most of those did not study all of them. Since the sessions met their intended purpose for those who studied them, the Law School has now decided on a range of initiatives designed to increase the number of LLB students who study most of them.     

在深化改革中不断提高党校教学质量

党校作为培训各级领导干部的主阵地、主渠道,必须适应形势发展变化,通过以下几个方面深化教学改革,以不断提高党校教学质量：一是转变教学思路,大胆借鉴＂现代培训理念＂的精华;二是创新教学形式,大力推行＂研究式教学＂模式;三是改革教学内容,努力做到＂依需定学、因需施教＂;四是提升教师能力素质,构建＂开放型师资队伍＂。     

马克思“自由时间”思想的形成历程

从马克思自由观的转变来考察其自由时间思想的形成历程,大致经历了三个时期:萌生时期、初步形成时期及成熟时期。在第一时期,马克思还未关注到自由时间,但他的自由观为后两个时期奠定了坚实基础;在第二时期,自由时间开始进入马克思的视野,自由时间思想初步形成;在第三时期,他系统地阐述了自由观,自由时间思想也逐渐成熟与完善。     

The Statecraft Effect: Assessment,Attitudes, and Academic Honesty

Abstract

This article uses a multimethod research design to compare Statecraft to non-Statecraft assignments and courses along three dimensions: student engagement, political attitudes, and academic honesty. The results indicate that Statecraft increased student engagement and academic honesty. In terms of political attitudes, students generally remained on the left side of the political spectrum, but shifted toward the right and became more hawkish by the end of a semester. Changes in attitude are more strongly associated not with playing Statecraft, but taking a political science class by the coauthor, or some other external variable. Statecraft, however, did reduce support for pacifism.     

Zombies,Gender, and Student Active Learning

Abstract

While the use of active learning exercises and the incorporation of popular culture in the classroom have increased in recent years, the study of potential gendered effects on learning and engagement when it comes to these practices has been limited. In this study, data are collected from international politics courses using a zombie outbreak as the theme for a United Nations simulation to explore whether there are unintentional gendered outcomes from these activities. Contrary to expectations of previous literature, no statistical differences manifest between men and women in enjoyment and learning when using zombie themes in active learning.     

“教、学、练、战”一体化视阈下的国内安全保卫专业建设的创新与发展﹡

国内安全保卫专业的设立对国内安全保卫专业教学及人才培养均提出了新的更高的要求,参照公安院校学生的具体情况,对"教、学、练、战"一体化视阈下的国内安全保卫专业建设、发展与创新途径进行了思考和总结。具体而言应主要从"教"层面的专业定位,"学"层面的课程体系构建,"练"层面的教学方法创新和"战"层面的实践能力培养几个方面入手进行专业建设。     

建构主义理论对高校教学改革的意义和启示

最早提出建构主义的是瑞士心理学家皮亚杰。建构主义认为,学习是学习者主动建构内部心理表征的过程;学习需要通过合作使认知和理解更加丰富和全面;教师是学生学习的主导,学生是学习的主体;建构主义的教学方法有:支架式、抛锚式、情境性教学、随机进入教学。建构主义理论对高校教学改革具有积极的意义:依照建构主义理论,系统实施教学改革;抓住内涵,建设精品课;制定措施,培养学生自主学习意识;开发校园环境建设新模式,促进学生心理健康发展。     

《企业运营与发展》课程教学初探

首都职工素质教育工程的全面实施开创了职工教育的新模式,为职工终身学习创造了条件,得到了企业和职工的广泛欢迎,在社会上引起了强烈反响。作为一名授课教师,要对开展素质教育工程的意义有深刻的认识。在教学过程中注重与学员的交流。要根据考核要求,结合学员实际水平,确定授课重点。并注意结合成人学习特点,改变教学模式,引导学员主动参与教学活动,强化学员自主学习意识。