共查询到20条相似文献，搜索用时 140 毫秒
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近期,有学生向笔者请教两道老题：（1）已知实数a、b、c互不相同,满足a＋1/b=b＋1/c=c＋1/a=k,试求k的值.（2）（2003年全国初中数学联合竞赛试题）已知实数a、b、c、d互不相同,满足a＋1/b=b＋1/c=c＋1/d=d＋1/a=k,试求k的值[1].很显然,题（1）和题（2）是同一类型的两个问题,两题的做法也极为相似.笔者用如下方法给学生做了解答. 相似文献
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陈鸿斌 《中学数学研究(江西师大)》2011,(11):49-49,F0004
题目 （IMO-31预选题）设a,b,c,d是满足ab＋bc＋cd＋da=1的非负实数,求证：a^3/b＋c＋d＋b^3/c＋d＋a＋c^3/d＋a＋b＋d^3/a＋b＋c≥1/3. 相似文献
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课本中介绍了等比性质．如果a/b=c/d=…=m/n（b＋d＋…＋n≠0）,那么a＋c＋…＋m/b＋d＋…＋n=a/b. 相似文献
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胡华 《中学生数理化(高中版)》2011,(4):11-11
数列an＋1=c·an＋b/a·an＋b的特征方程是x=c·x＋d/a·x＋b（把递推关系中的an和an＋1换成x）．利用特征方程的根，可以求数列an＋1=c·an＋b/a·an＋b的通项公式． 相似文献
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题目 已知正数a、b、c、d满足a＋b＋c＋d=4．
证明：a/a^3＋8＋b/b^3＋8＋c/c^3＋8＋d/d^3＋8≤4/9.（2011,波罗的海数学竞赛） 相似文献
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本文谈谈条件式：abc=a＋b＋c＋2（a,b,c〉0）①下的不等式证明题.1①的等价式一与应用①式等价于1/（a＋1）＋1/（b＋1）＋1/（c＋1）=1（a,b,c〉0）②例1已知正数a、b、c满足abc=a＋b＋c 相似文献
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吴赛瑛 《中学数学研究(江西师大)》2009,(5):21-22
定理1 设a,b,C,d∈R^＋,则有
a^2（a＋b/c＋d）＋b^2（b＋c/d＋a）＋c^2（c＋d/a＋b）＋d^2（d＋a/b＋c）≥（a＋b＋c＋d）^2/4 相似文献
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大家都熟知等比定理：若a/b=c/d，则a/b=（a＋c）/（b＋d）=c/d若将条件中的等式改为不等式，如a/b〈c/d，那么结论如何呢？已知a、b,c,d都是正数，且bc〉ad，则a/b〈（a＋c）/（b＋d）〈c/d．这是课本上的一道练习题（高中数学第二册（上）（人教版）第14页练习第5题），教学中若不注意，其丰富的内涵和研究价值便被忽略了．笔者在高三复习的后期回归教材的教学时。将此题抛给了学生，收到了意想不到的效果。 相似文献
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冯永华蔡苏兰 《中学数学研究(江西师大)》2014,(3):49-50
题目设a,b,c为正实数,且a＋b＋c=1,求证：（a2＋b2＋c2）（1/b＋c＋b/a＋c＋c/a＋b）≥1/2. 相似文献
11.
Chris Du Feu 《Teaching Statistics》2009,31(3):66-71
A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available. 相似文献
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张红旗 《廊坊师范学院学报》2010,(3):80-83
公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。 相似文献
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（参考译文）。
向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积, 相似文献
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乔南 《中学数学教学参考》2008,(11)
Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a 相似文献
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The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely
used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and
what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different
aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements.
Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature.
This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and
conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic
knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for
conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition
of the target sub component of metacognition, followed by a systematic examination of this sub component according to several
dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include
an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive
issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated
the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be
noted that since metacognition is a relational rather than a definite concept it is important to situate the context within
which the conceptual analysis takes place. 相似文献
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McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation. 相似文献
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The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices. 相似文献