共查询到18条相似文献，搜索用时 546 毫秒
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定义域、间断点、或与且等问题是初等函数经常遇到的问题。有的常见题型忽视了函数的定义域,有的教材处理间断点问题比较朦胧,而且间断点的定义、求法,以及间断点是如何分类的,初等函数在定义域内连续的提法不确切等都应当引起关注。 相似文献
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本文通过对函数 y=(1+x)~(1/x)间断点的讨论,分析比较间断点的四类定义,从完善改进教材角度出发,提出个人的看法。不当之处,请予指正。一、间断点定义根据手头资料,笔者把间断点定义分为如下四类。(1) 邻域型([1]73页)定义:设函数 f(x)在点 x_0的附近有定义, 相似文献
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李国彬 《昆明师范高等专科学校学报》1994,(Z1)
本文证明对于拟线性齐次偏微分方程的Cauchy问题,其解总具有间断性,且发生间断的点的轨迹,恰巧就是特征线的包络,另外给出了一个特例,否定了这类解必定会出现多值性的定性论断,从而使构造广义解的理论面临困难。 相似文献
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钢筋混凝土具有不连续强度,建议用不连续强度而不是用极限载荷来作为钢筋混凝土的破坏准则;另外,不连续强度可以和混凝土疲劳极限强度建立一定的确定关系,并可以从混凝土的疲劳中找出不连续强度的客观定义. 相似文献
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生命发展的非连续性及其教育--兼论博尔诺夫的非连续性教育思想 总被引：5，自引：0，他引：5
生命的发展是连续性和非连续性的统一,但以往教育学对人的发展的研究,注重的是发展的连续性,忽视了发展的非连续性.针对这一缺陷,本文论述了生命发展非连续性的原因以及它的教育形式,重点评述了博尔诺夫的非连续性教育思想. 相似文献
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Philip Nicholson 《Education 3-13》2019,47(4):450-461
This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) teacher and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n?=?23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play. 相似文献
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This is the first study to test whether the stages of change of the transtheoretical model are qualitatively different through exploring discontinuity patterns in theory of planned behavior (TPB) variables using latent multigroup structural equation modeling (MSEM) with AMOS. Discontinuity patterns in terms of latent means and prediction patterns for the different stage groups were examined. Adults (n = 3,462) were assessed on their physical activity stages of change and TPB variables. The TPB was separately examined within the five stage groups. The TPB measurement model fit was acceptable. Latent mean analyses with post-hoc contrast and MSEM indicated discontinuity patterns. Results underscore the qualitative differences between the stages that may guide further research and the design of interventions integrating the approaches. 相似文献
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研究二维定常零压等熵流带有三个常状态作为初值的黎曼问题．借助于特征分析方法，在适当的广义Ranine-Hugoniot条件和熵条件下，得到狄拉克激波与真空、接触间断之间相互作用的结果，建立了四种不同的唯一的黎曼解结构。 相似文献
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D. Diego Torres 《The Journal of educational research》2017,110(4):331-347
An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims. 相似文献
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Lyle R. Smith 《Journal of Experimental Education》2013,81(3):162-169
High school social studies students (N = 448) were each assigned to one of 16 groups defined by possible combinations of two teacher uncertainty conditions (uncertainty vs. no uncertainty), two teacher “bluffing” conditions (bluffing vs. no bluffing), two lesson discontinuity conditions (discontinuity vs. no discontinuity), and two lecture notes conditions (notes handouts vs. no notes handouts). Each group was presented a lesson about the geography, politics, history, and economy of Botswana. The lessons were the same except for variations in the four conditions stated above. After the lesson, each group was tested on comprehension of the material, and then each group completed a lesson evaluation. Teacher uncertainty negatively affected achievement, and notes handouts positively affected achievement. Both teacher bluffing and lesson discontinuity negatively affected student evaluation of the lesson. Several significant interactions were obtained. These findings are discussed in relation to previous research on low-inference behaviors related to teacher clarity. 相似文献