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1.
用Java程序计算圆内随机点的点数与正方形内随机点数之比，得到正方形和其内切圆的面积比，计算出圆周率。 相似文献
2.
沈林昌 《湖州职业技术学院学报》2010,8(3):12-14
利用复数知识,根据欧拉公式,在文献[1]的基础上得到了圆内接正n边形的一个重要性质和两个推论并给出了证明。将这个重要性质在正2n＋1边形的圆外接上给出了应用,为其应用推广作了有益的探索。 相似文献
3.
20世纪二三十年代中国师生关系的影响及反思 总被引：2，自引：0，他引：2
实用主义教育思想主张儿童中心、师生民主平等,这一思想对20世纪二三十年代中国的师生关系产生了很大的影响。当时教育理论界的大多数人都主张批判师道尊严,强调要解放学生,以学生为中心,向学生学习,建立民主、平等、合作的师生关系,根据学生个性心理特点实施启发教育。我们应借鉴那时的理论与经验,反思现在的师生关系,认真思考如何处理外来与本土、传统与现代、师生地位、教师的教与学生的学及其他一些与师生关系密切相关的问题,从而构建比较科学的师生关系理论,建立更和谐的师生关系。 相似文献
4.
The Common Core State Standards in Mathematics recommends that children should use visual models to represent fraction operations, such as fraction division. However, there is little experimental research on which visual models are the most effective for helping children to accurately solve and conceptualize these operations. In the current study, 123 fifth and sixth grade students solved fraction division problems in one of four visual model conditions: number lines, circular area models, rectangular area models, or no visual model at all. Children who solved the problems accompanied by a number line were more accurate and showed evidence of consistently producing sound conceptual models across the majority of problems than did children who completed problems with either area model or no visual model at all. These findings are particularly striking given that children have experienced partitioning area models into equal shares as early as first grade, thus circles and rectangles were likely familiar to children. The number line advantage may stem from the fact that they afford the ability to represent both operand magnitudes in relation to one another and relative to a common endpoint. Future work should investigate the optimal order that instructors should introduce various visual models to promote children’s representational fluency across number lines and area models. 相似文献
5.
Päivi Siivonen 《International Journal of Lifelong Education》2016,35(1):36-50
Continuous learning and updating one’s competences and abilities have become requirements for staying ‘up-to-date’ and ‘at the top of one’s game’. Lifelong learning policy has been persuasive in its emphasis on equal learning opportunities for all: everyone has endless possibilities and capabilities to learn according to her/his needs and desires throughout life. This discourse has been especially encouraging for the eight Finnish general upper secondary school adult graduates followed in this study; they had received little formal education in their youth or had been labelled as ‘poor’ students at school through the assessment criteria maintained by the schooling system’s prevailing meritocratic discourse. In order to become lifelong learning subjects, they first needed to prove their ability and competence as students and learners, that is their educability. This was also the key for their transitions in further and higher education and working life. Consequently, half of the interviewees told ‘success stories’ about these transitions. Moreover, they continued to have faith in ‘the great salvation of education’ as well as their own educability. For the other half, however, these transitions turned out to be disappointing or perceived as a broken promise. These adults also started to doubt their own abilities as students and learners. 相似文献
6.
Siswa A. N. van Riesen Hannie Gijlers Anjo Anjewierden Ton de Jong 《International Journal of Science Education》2018,40(11):1327-1344
Designing and conducting sound and informative experiments is an important aspect of inquiry learning. Students, however, often design experiments that do not allow them to reach conclusions. Considering the difficulties students experience with the process of designing experiments, additional guidance in the form of an Experiment Design Tool (EDT) was developed, together with reflection questions. In this study, 147 pre-university students worked in an online inquiry learning environment on buoyancy and Archimedes’ principle. Students were randomly assigned to one of three conditions, each of which contained a different version of the EDT. Since students’ prior knowledge has been found to influence the amount and type of guidance they need, the versions of the tool differed with respect to the level of guidance provided. A pre- and post-test were administered to assess students’ conceptual knowledge. No overall differences between conditions were found. In a subsequent analysis, students were classified as either low, low-intermediate-, high-intermediate, or high prior knowledge students. For Archimedes’ principle we found that low-intermediate prior knowledge students gained significantly more conceptual knowledge than low prior knowledge students in the fully guided condition. It is hypothesised that students need at least some prior knowledge in order to fully benefit from the guidance offered. 相似文献
7.
Keerti Vardhan Madahar 《Resonance》2013,18(7):654-661
In this article we compute volume and surface area of the torus, volume of a slice of a 3-ball. Besides this we discuss some interesting facts like ‘derivative of the area of a circle with respect to its radius is its perimeter, derivative of the volume of the sphere with respect to its radius is its surface area and derivative of the volume of the torus with respect to the radius of its meridian circle is its surface area’. 相似文献
8.
This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030. 相似文献
9.
Kevin C. Moore 《Educational Studies in Mathematics》2013,83(2):225-245
I discuss a teaching experiment that sought to characterize precalculus students’ angle measure understandings. The study’s findings indicate that the students initially conceived angle measures in terms of geometric objects. As the study progressed, the students formed more robust understandings of degree and radian measures by constructing an arc length image of angle measures; the students’ quantification of angle measure entailed measuring arcs and conceiving multiplicative relationships between a subtended arc, a circle’s circumference, and a circle’s radius. The students leveraged these quantitative relationships to transition between units with a fixed magnitude (e.g., an arc length’s measure in feet) and various angle measure units, while maintaining invariant meanings for angle measures in different units. These results suggest that quantifying angle measure, regardless of unit, through processes that involve measuring arc lengths can support coherent angle measure understandings. 相似文献
10.
Anders G. Ljungman 《Assessment & Evaluation in Higher Education》2008,33(3):289-300
The main interest in this article is students’ involvement in assessment as a part of growth towards self‐directedness in learning. In order to enhance students’ development of autonomy in learning, a project involving ‘older’ students as peer examiners for ‘younger’ students was designed and carried out. Students in the sixth semester in a PBL‐based Master’s program of Medical Biology participated, together with faculty, as examiners of fifth‐semester students. The examination and the assessment situation was carefully designed based on learning theories, empirical evidence and experiences underpinning student‐centred learning, especially in the form of PBL used at the faculty. The project was evaluated and analysed in order to understand students’ learning processes related to the responsibility for assessing peers. The situation of the peer examiners was interpreted based on their own experiences with statements from the students assessed and faculty involved in the assessment. Evaluations from six occasions, spring and fall, 2003–2005, were included in the study. The findings suggest that involving students in assessment as equal partners with faculty makes it is possible for students to apprehend the metacognitive competences needed to be responsible and autonomous in learning. The peer examiners experience motivation to learn about learning, they acquire tacit knowledge about assessment and they learn through being involved and trusted. The student‐centred educational context, which requires responsibility throughout the programme, is recognized as very important. 相似文献
11.
模因的生命周期以及模因生命周期顺利完成的条件带给英语写作教学新的反思。根据语言模因的周期特征,该文提出新的写作教学理念:教师有意识培养学生的感受意并将背诵与心理涌现相结合进行大学英语写作教学。 相似文献
12.
Jane Mills Catrina Felton-Busch Tanya Park Karen Maza Frances Mills McCauley Ghee 《高等教育研究与发展》2014,33(6):1136-1149
Attempts to recruit Aboriginal and Torres Strait Islander students into nursing degrees have made minimal impact on the number of registered nurses working in Australia's healthcare sector. Yet increasing the number of Indigenous nurses remains one of the most important objectives in strategies to close the health gap between Indigenous and non-Indigenous people. Poor retention of Aboriginal and Torres Strait Islander students in a Bachelor of Nursing Science degree offered in far north Queensland, Australia, indicates the need for a different approach to support and retain Indigenous students. This action research study used a decolonizing methodology and was conducted at a satellite university campus in a remote Torres Strait Island community. Researchers trialled the use of a mentoring circle to support and retain nursing students and interviewed mentors and mentees about their experiences. Grounded theory methods were used to analyse the data. Findings indicated a growth in participant students’ emotional intelligence as a result of participating in a mentoring circle. Students developed confidence, formed a group identity, better-negotiated the university environment, became more effective communicators and supported one another through difficulties. The mentoring circle model improved students' university experience and its use should be considered by tertiary educators working with Indigenous students. 相似文献
13.
M. Ram Murty 《Resonance》2013,18(9):789-798
J E Littlewood (1885–1977) was a British mathematician well known for his joint work with G H Hardy on Waring’s problem and the development of the circle method. In the first quarter of the 20th century, they created a school of analysis considered the best in the world. Littlewood firmly believed that research should be offset by a certain amount of teaching. In this exposition, we will highlight several notable results obtained by Littlewood in the area of number theory. 相似文献
14.
随着我国农村教育城镇化的推进,农村学生不断向城镇学校集中,由此而产生了不同的中小学生管理模式。文章总结分析了当前存在的六种管理模式,并从学生权益、质量保证、教育成本及文化适应四个角度对这些管理模式进行了分析,认为寄宿型、寄管型和随读型学生管理模式是农村教育城镇化进程中适宜推广的模式。在推广的过程中,应加大对农村教育的投入,为学生寄宿提供保障;制定相关政策,对学生寄管机构进行有效监管;取消城乡二元的户籍制,给予农村学生与城镇学生同等的受教育权利;城镇中小学校应为农村学生提供更多的关怀。 相似文献
15.
师生在同一个起点上探讨问题的课堂平等对话是有效教学的重要方式,其哲学基础是古希腊哲学家苏格拉底和柏拉图提出的知识理念论。通过平等对话来进行教学的时候,教师更多地是以"思者"的身份出现,而学生的积极发问是教师思考的触发剂。 相似文献
16.
于静 《佳木斯教育学院学报》2012,(5):55-56
思想政治课堂是进行情感交流的主阵地,教师可通过教学中的一些细节,和学生平等交往,用亲切的语言等等带着真挚的情感关心学生,爱护学生,进而培养学生的全面素养。本文主要论述了在思想政治课教学中情感性教学的意义,教师在教学中情感缺失的表现和原因,以及探讨在思想政治课教学中实施情感教学的几种策略。 相似文献
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18.
《British Journal of Educational Studies》2012,60(4):541-555
ABSTRACTIn recent decades children’s rights to exercise choice in educational settings have slowly gained currency. Children’s rights advocates highlight the role of choice in empowering children to become critical and productive citizens. However, in this paper, the role of choice in interactions between teachers and students is problematised. Using Foucault’s notion of governmentality, the paper explores 15 teachers’ use of choice in classrooms and considers how ‘student choice’ can, far from empowering children, be used as a way of reinforcing extant adult-child power relations. The paper argues that students are often responsibilised to exercise choice wisely in order that they find themselves in a position in which they can enjoy everyday classroom privileges disseminated by the educator. When used this in way, the strategy of affording students ‘choice’ can frame students’ transgressions as individual failings to conform. The paper concludes that practitioners who advocate children’s rights need to reflect on the relationship between notions of choice and institutional power relations in order to ensure choice is used in a way that leaves space for power relations to be challenged by the students being asked to ‘choose’. 相似文献
19.
Erik Blair 《Educational Action Research》2013,21(3):349-358
A number of key constructs underpin educational action research. This paper focuses on the concept of ‘truth’ and by doing so hopes to highlight some debate in this area. In reflecting upon what ‘truth’ might mean to those involved in action research, I shall critically evaluate Thorndike's ‘Law of Effect’ and Bruner's ‘Three Forms of Representation’, and explain how these perspectives might help us find ‘the truth’ of an area under study and how they might inform the methodology of research. I shall close by suggesting that teacher‐researchers should allow for a constructivist approach in their action research methodology in order to help them in their sense‐making process. 相似文献
20.
Krashen(1985)认为焦虑作为重要的情感因素在外语学习中起着非常重要的作用。焦虑感越强者,情感屏障越高,获得的输入就越少,从而对外语学习产生一定的阻碍;反之,则容易得到更多的输入,更加有利于外语学习。笔者认为在语言教学中,既要防止语言僵化,又要降低学习者的焦虑。所以,本文将利用SPSS17.0对俄语课堂学习焦虑与课堂纠错的关系进行分析研究,并以此研究结果为依据,对教师在俄语课堂如何对待学生的错误以及如何减轻学生的学习焦虑提出一些建议。 相似文献