简介：学习评价一直是各国教育改革与实践的＂新宠＂。加拿大亚伯达省（Alberta）的学生学习评价（SLA）是以加拿大的社会走向为背景,政治、经济、教育与师生的相互作用为动力因素而产生的学习性评价,是对传统教育评价的传承与发展,又自然融入了＂启发性教育＂和学生未来发展评价的深度检视。在实践过程中发挥学生学习评价的工具性价值,在目的和功能走向上侧重发展性价值。反观我国学习评价的现状及特点,建构由静态教育评价转为生本特征的学生学习评价,数值化指标转为增值能力的指标系列和散乱的评价块转为创生指导的评价方案,力求填补我国学习评价领域的空缺。

简介：Astructuredlow-rankmatrixrecoverymodelforRGBDsalientobjectdetectionisproposed.Firstly,theproblemisdescribedbyalow-rankmatrixrecovery,andthehierarchicalstructureofRGBimageisaddedtothesparsityterm.Secondly,thedepthinformationisfusedintothemodelbyaLaplacianregularizationtermtoensurethattheimageregionswhichsharesimilardepthvaluewillbeallocatedtosimilarsaliencyvalue.Thirdly,avariationofalternatingdirectionmethodisproposedtosolvetheproposedmodel.Finally,bothquantitativeandqualitativeexperimentalresultsonNLPR1000andNJU400showtheadvantageoftheproposedRGBDsalientobjectdetectionmodel.

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简介：Background:Thewell-roundeddevelopmentofthechild,includingphysical,cognitive,emotional,andsocialhealth,maybethemostefficientroutetowell-beingandacademicsuccess.Theprimarygoalwastoinvestigatethefeasibilityofimplementinga12-weekstructuredprogramofphysicalactivity(PA)incorporatingcognitive,social,andemotionalelementsinpreschool.Additionally,thisstudy,usingawithin-subjectdesign,examinedtheacuteeffectsofaPAsessiononclassroomengagementandchangesonperceivedcompetenceandpeeracceptancefromthefirsttothelastweekoftheprogram.Methods:Twenty-sevenpreschoolers(meanage=4.2years)completedthePictorialScaleofPerceivedCompetenceandSocialAcceptanceforYoungChildrenbeforeandafteratwice-weeklyPAprogram.Unobtrusiveclassroomobservationswereconductedforverbal,social,andaffectiveengagementduringthefirstandlastweekoftheprogram,bothfollowingastructuredPAsession(experimentalday)andonadaywithoutPA(controlday).Treatmentfidelitywasmonitoredtoensurethattheinterventionwasdeliveredasdesigned.Results:ThechildrenexhibitedlongerperiodsofverbalandsocialengagementduringclassroomperiodsthatfollowedPAsessionsthanonnon-PAdays.ChildrenalsoexpressedmorepositiveaffectfollowingPAsessionsduringthelastweekofthePAprogram.Despitehighbaselinescores,perceptionsofgeneralcompetenceincreasedmeaningfully(η2=0.15,p=0.05),drivenbyincreaseinperceptionsofcognitivecompetence(η2=0.15,p=0.06).Conclusion:ThisstudydemonstratesthefeasibilityofprovidingstructuredPAprogramtopreschoolers.Moreover,theseinitialfindingssuggestthatpurposelydesigned,structuredPAmayhelpadvancethesocial–emotionalengagementandperceivedcompetenceofpreschoolchildren.