指导测验

Four research results in the research are provided on the basis of wholly absorbed attention behavior performance including eyes-gazing, concentration as well as completion of orders, attention-testing performance, and multiple attention-testing performance. The collected materials are analyzed throughvisual analyze and Tryon's C statistic. The results of this research are as follows: 1. Attention-training maintains and give rise to samples' attention behavior. 2. Attention-training makes samples' attention-testing performance better. 3. Attention-training has generalization effects on samples' self-instruction and strategies for monitoring and behavior. 4. Attention-training has different effects on samples of different genders.

本研究以专心注意行为表现、自编注意力测验表现、多向度注意力测验表现及班级教师访谈问卷四项结果作为依据，所得的资料以目视分析法及C统计进行分析，所得研究结果如下：一、三位受试者之C统计值达显著(P1.65)，显示注意力训练对受试者的专心注意行为具有提升与维持效果；二、三位受试者在四项分测验中，有三项测验之C统计值达显著(P1.65)，显示注意力训练对受试者在注意力测验的注意力表现具有提升效果；三、由班级教师访谈问卷分析中得知注意力训练对受试者的自我指导、监控策略与行为具有迁移效果；四、由自编注意力测验结果分析显示，注意力训练对不同性别学生能显现不同的训练效果。

From the point of education notion, the former puts more emphasis on the mastery of basic skills while the latter encourage scientific innovation spirit. As for the subjects, the former is oriented to all students, devoting to students' comprehensive development and their education for life. On the contract, the latter prepares students to be qualified university applicants. Regarding assessment, both believe that fairness and comprehensiveness are important. Additionally, assessment reacts on teaching and multi-assessment is preferred. Contrastingly, the former lays more stress on result-oriented paper exams while the latter also takes daily teaching process into consideration when it comes to assessment.

从理念上看，二者均注重学生能力的培养，前者更强调基本技能的掌握，后者更鼓励科学创新精神；从对象上看，前者面向全体学生，着眼于学生全面发展和终身发展需要的大众教育，后者的定位则是精英教育，使学生成为最有资格的大学申请者；从评价上看，二者均强调客观公正全面的评价、通过评价对教学过程做出指导，在提倡多元化评价的同时，前者更注重充分利用好传统的纸笔测验的评价方式的终结性评价，后者除终结性评价外也注重贯穿在日常课堂教学中的内部评价。

The aptitude and career interest were considered as the two dimension of the entrance guide system, and was proof-tested by the structural equation model, which results supported this two-dimension hypothesis. Accordingly, there were two parts in the guide system. One part was about the aptitude test, consisted of seven subtests: verbal reasoning, spatial imagining, mathematic reasoning, computer capacity, abstract reasoning, physical knowledge, and sentence recomposing. The other part was about the career interest test, including eight aspects: career longing, curriculum desire, entertainment after school, activity preference, job preference, work environment preference, self-estimate of one\'s abilities, and discuss future with someone else. After three times modification and testing, the psychometric indices of the guide system were become well and stable. Furthermore, the guide system was primarily launched into applying, with four typical case studies, the practicability and serviceability of the guide system was showed swiftly.The entrance guide system for junior high school students that was developed in this research was one-upping in the entrance guide field in China.

第二阶段是初中生升学指导系统的研制阶段，以能力倾向与生涯兴趣这二元因素作为初中生升学指导系统的基本架构，经验证性因素分析表明该二元架构是合理并可接受的；其中能力倾向部分共包含语言推理、空间想象、数学推理、电脑能力、抽象推理、物理知识、语句重组等七个分测验，生涯兴趣部分则包含生涯梦想、课程兴趣、课余爱好、活动偏好、工作内容喜好、工作场所喜好、能力自评、与他人讨论未来等八个方面；通过三次修改与测试，结果显示所研制的初中生升学指导系统有着良好的测量学指标；此外，通过对初中生升学指导系统的初步应用研究，并结合典型个案的深入剖析，进一步表明所研制的初中生升学指导系统具有实用性、操作性强的特点，所得结果也可靠可信。

The article uses multiple regression statistics to analyze the past settlement academic achievement, proposes a calculation method that prorates the high school entrance examination results and the results of class sorting examination organized by the school so as to provide the basis for future calculation of the settlement academic achievement, bring it closer to the real student academic level; makes full use of the historical result data of the tests that students participated, traces and analyzes the experience of our students' growth, gives full play to the advantage of small class management mode in the large classes of our school, guides students to actively summarize their own academic achievement so as to search appropriate learning methods suitable for themselves and help them develop good learning psychology quality; In addition this article uses RANK function to analyze the balance of students' terminative academic achievement, uses Radar Chart, combined with the graphic illustration of the median and hundreds' digit to analyze students' terminative academic achievement, on the one hand to guide students to focus on their overall academic development, on the other hand, to provide students with the basis for choosing arts or science subjects during entering senior two of the high school from senior one; the article provides an easy-to-operate EXCEL template to facilitate teachers to gather the information about the diagnostic academic achievement in usual schoolwork and unit tests, so that forms a timely and precise feedback link, thereby facilitating teachers to master timely the learning conditions of the students, and adjust teaching objectives and teaching strategies based on the practical situation of the students, so as to better complete the teaching tasks.

利用多元回归统计分析以往的安置性学业成绩，提出以中考成绩与学校组织分班考试按比例折算的计算方法，为今后的安置性学业成绩计算提供依据，使其更接近学生真实的学业水平；充分利用学生在校参加各次测试的历史成绩数据，跟踪分析学生的学业成长历程，充分发挥我校大班小班化管理模式优势，指导学生对自我学业成就进行积极归因，寻找适合自己的学习方法，从而帮助学生形成良好的学习心理品质；利用RANK函数分析学生终结性学业成绩的均衡性，利用雷达图，结合中位数和百位数图示化分析学生终结性学业成绩，一方面引导学生关注自身全面的学业发展，另一方面，为学生在高一升高二文理分科时提供选择依据；提供操作简单的EXCEL模板，方便教师收集平时作业或单元测验中的诊断性学业成绩信息，使教学反馈环节及时精细，有利于任课教师及时了解学生的学习状况，根据学生实际情况调整教学目标和教学策略，从而更好地完成教学任务。

The use of multiple regression statistical analysis of past resettlement of academic achievement, proposed to the examination results and school organizational placement tests prorating method of calculation for the future provide the basis for placement of academic computing, bring it closer to the real student academic level; make full use of students in school to participate in the history of the various test results data, follow-up analysis of our students grew up, give full play to our school-based management advantages of large classes in small classes, guiding students in active academic achievement of self-attribution, searching for their own learning methods to help students develop good study of psychological quality; use RANK function analysis of the end of the academic results of students balanced, using radar chart, combined with the median shows the median and the Analysis of 100 students in the end of academic performance, on the one hand to guide students to focus on their overall academic development, and on the other hand, for students in high-rise 2 1 Division of Arts and to provide selected on the basis; to provide easy-to-EXCEL template to enable teachers to gather in peacetime operations or unit tests in the diagnosis of academic information, so that the teaching timely and detailed feedback loops are conducive to Teacher students to keep abreast of the situation, according to the actual situation of students to adjust teaching objectives and teaching strategies in order to better complete the teaching tasks.

利用多元回归统计分析以往的安置性学业成绩，提出以中考成绩与学校组织分班考试按比例折算的计算方法，为今后的安置性学业成绩计算提供依据，使其更接近学生真实的学业水平；充分利用学生在校参加各次测试的历史成绩数据，跟踪分析学生的学业成长历程，充分发挥我校大班小班化管理模式优势，指导学生对自我学业成就进行积极归因，寻找适合自己的学习方法，从而帮助学生形成良好的学习心理品质；利用RANK函数分析学生终结性学业成绩的均衡性，利用雷达图，结合中位数和百位数图示化分析学生终结性学业成绩，一方面引导学生关注自身全面的学业发展，另一方面，为学生在高一升高二文理分科时提供选择依据；提供操作简单的EXCEL模板，方便教师收集平时作业或单元测验中的诊断性学业成绩信息，使教学反馈环节及时精细，有利于任课教师及时了解学生的学习状况，根据学生实际情况调整教学目标和教学策略，从而更好地完成教学任务。

The core of test theory for a new generation of test is the combination of psychometrics and cognitive psychology, which is the key idea of the article .The article supposes there are four factors underlying response difficulty of Raven's Standard Progressive Matrices: figure complexity, figure format, transformation dimension, location factor. The hypothesis is tested by linear logistic latent trait model and proved to be valid.

本文在以认知和测量相结合为核心的新一代测验理论的指导下，从瑞文标准推理测验项目刺激特征的角度，对项目认知难度的影响因素进行了认知分析，提取出四个因素：图块繁简度、图块布局、变化维度、题序因子，结合线性逻辑斯谛克潜在特质模型对这四个因素进行了检验，证明提取出的四个因素是有效的。

I am accused of being overreligious," she said in her quiet, frank manner,"but that does not prevent me thinking the children very cruel who obstinately commit such suicide.""

客人们在卡罗利娜·埃凯家里，举止就文雅一些，因为卡罗利娜的母亲治家很严厉。

Designed by French fashion house Herm è s, this elegant uniform was manufactured in our home, Hong Kong, and was the first without a hat.

由著名品牌 Herm è s 设计，这件高贵的制服是香港本土制造，是我们第一套不配帽子的制服。