《统计学原理》准双语教学模式探析

准双语教学是有效开展双语教学的前奏,本文根据教学实践,采用理论分析与实例结合的办法,提出了在《统计学原理》课程实施准双语教学的初步构想及实施建议。     

统计学双语教学的思考

本文对正在开展和普及的统计学双语教学做了思考。从双语教学的意义谈起,提出了进行统计双语教学的注意事项。     

《国际市场营销》课程双语教学的现状及改革思路

本文依《国际市场营销》双语教学的实践和体会,提出了有关双语教学师资队伍建设、学生定位、课程进度以及教学体系建设的建议。     

对提高统计学双语教学质量的思考与建议

本文通过对目前制约统计学双语教学质量提高的问题与困难进行分析,提出了相应的对策和建议,以期为今后双语统计学教学的更好开展提供参考。     

统计学双语教学效果统计分析

通过抽样调查,了解学生对统计学双语教学的基本看法,对实施双语教学中存在的问题和缺陷进行比较全面的认识,并提出相应的对策和建议。     

创新型人才培养模式下统计双语教学研究

统计双语教学是当前高校统计专业建设和改革创新的一项重要内容,也是为顺应社会发展对创新型统计人才的需求应运而生的。本文研究基于统计双语教学实践的基本条件,对统计双语的教材建设、师资建设、教学方法改革等方面进行了探索和思考。     

统计专业双语教学课程的实践与体会

使用双语教学是国际化科技、信息化环境、全球化经济的必然选择,同时也是培养有国际交流能力的创新人才的重要举措。本文首先探讨了双语教学的目的、意义;然后结合我们进行统计专业双语教学的实际情况、总结经验与体会;提出了提高双语教学水平与质量的几点建议。     

《多元统计分析》双语教学中遇到的问题及解决对策

本文针对统计专业课程《多元统计分析》双语教学实践中遇到的一些问题,提出了自己的建议,特别地指出统计专业双语教学如同其它专业双语教学一样,是一个高起点的教学方式,它的主要目的是让英语好的学生在专业领域能够沟通更加顺畅。     

高校统计学专业双语教学定位差异分析——基于一次问卷调查和访谈的分析

不同年级学生的英语学习情况和参与态度存在比较明显的差异。使用双语教学,不能片面追求硬性指标;教学方式不能一概而论;使用双语教学应遵循的基本原则是因材施教。     

行政管理专业双语教学问题探索

为适应经济全球化和科学技术的挑战,在我国高校本科教育中使用英语等外语进行双语教学已成普遍现象。然而由于行政管理专业教学的特殊性,要真正实现行政管理专业双语教学还面临许多问题。本文就此做一些探讨。     

Reassessing service courses in statistics

Service courses in statistics are frequently criticized by students as being unnecessary or Irrelevant to their educational goals. This article examine the teaching of undergraduates service courses. Indentifying several areas critical to the sucess of the courses.General Philosphing conceriningthe resoultions of the problems associated with the teaching of an undergraduates service courses are proposed as well as the specific suggestionsfor a course for a social science majors     

Bayes and MCMC for Undergraduates

Students of statistics should be taught the ideas and methods that are widely used in practice and that will help them understand the world of statistics. Today, this means teaching them about Bayesian methods. In this article, I present ideas on teaching an undergraduate Bayesian course that uses Markov chain Monte Carlo and that can be a second course or, for strong students, a first course in statistics.     

对《统计学》函授教学的思考

对于统计学课程的教学,以往的探讨多是以普通大学生为对象,近年来,许多成人以函授的形式参与统计学的学习,如何对他们进行统计学的教学,这是一个值得关注的问题。     

Some Remarks on Statistical Education

A definition of the subject of statistics is given, and the difference between the chalkboard world of the teacher of statistics and the real world of the experimenter is stressed. An overemphasis on significance testing, hypothesis testing, and decision procedures has led to a de-emphasis of statistical design. The teaching of statistical design theory, statistics teaching in a changing world, the importance of model building, and different approaches to teaching statistics are discussed. Some published materials developed to meet teaching needs and a new type of statistics course are described. Information about special issues in statistical education (teaching and consulting) is presented.     

Teaching Introductory Statistics Courses So That Nonstatisticians Experience Statistical Reasoning

The most critical point in developing dynamic introductory statistics courses for nonstatisticians is deciding whether to teach statistical reasoning (concepts and thinking), statistical methods (computations), or both. Statistical reasoning should precede statistical methods. Workshop-based courses effectively provide situated learning and an intimate teaching environment. Use real (or realistic) data, graphics, and teach exploratory data analysis before classical methods. Evaluate the students' levels of statistical anxiety prior to and during the course.     

Statistical Computing Packages: Some Words of Caution

Three situations are cited when caution is needed in using statistical computing packages: (a) when analyzing data and having insufficient statistical knowledge to completely understand the output; (b) when teaching the use of packages in a statistics course, to the exclusion of teaching statistics; and (c) when using packages in subject-matter teaching, without teaching the statistical methods underlying the packages.     

适应网络经济的《统计学》教学思考

网络经济的到来,强力冲击着统计工作和统计学。作为经济类和管理类学生专业基础课的《统计学》教学,应该在教学理念、教学内容和教学手段方面适应网络经济。     

Teaching Regressions an Exploratory Approach

An applied statistics and data-analysis course designed for students of public management and policy analysis, but suitable as an introductory graduate-level applied course in other contexts, is discussed. The course, Quantitative Methods for Public Management (QMPM), is a departure from traditional instruction in statistics. It uses subject-matter hierarchies to schedule the presentation of substantive material, and it integrates exploratory data analysis (EDA) and standard classical techniques. This integration is accomplished by using exploratory methods to clarify and evaluate analyses performed with classical procedures. The course, taught since 1975 at Carnegie-Mellon University's School of Urban and Public Affairs, has been evaluated experimentally through a randomized assignment of students to either a traditional introductory statistics course or QMPM. We concentrate here on the QMPM approach to teaching regression.     

Interactive graphics in a ternlhal-equlated classroom

Interactive computing is being used effectively as a teaching aid in mathematics classes at the University of Waterloo. Various courses, especially in statistics and computer science, are in¬volved* In this papers the configuration o£ equipment in trie terminal-equipped classroom, and an Interactive statistical graphics program package used for teaching, are described     

Graduate Statistics Service Courses

This article describes our experience in, and recommendations for, teaching introductory statistics service courses to graduate students. Drawing on the student's research orientation, the instructor can present statistics as a valuable component of the scientific method, using examples from the student's particular discipline(s). Statistically qualified course instructors may be affiliated with statistics or other departments, and the course may be offered within any department. Course goals can range from training students to function independently as statistical analysts in future research to training students to consult a qualified statistician about design and analysis issues.