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1.
新教材中数学观之分析及思考 总被引：4，自引：2，他引：4
课程与教材的内容、教育思想会直接影响教师的数学观，而教师的数学观与教师的课堂教学有密切联系．新教材努力向人们展现数学的真实面貌：(1)数学不是不变的概念、法则和定理的汇集，而是人类的一种创造性活动；(2)数学问题是丰富多彩的，不仅数学内部有，现实生活中也存在着许多与数学相关的问题；(3)数学问题解决的方法是多样的；(4)估算也是数学．新教材促进了数学教育工作者对一些问题的思考：(1)数学课程改革需要数学观强有力的指导；(2)教师教育要关注教师正确数学观的形成． 相似文献
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有穷维Banach空间的一个特征 总被引：1，自引：0，他引：1
赵家学 《天津成人高等学校联合学报》2004,6(5):14-17
在Banach空间中引进了三种绝对连续函数的概念：(1)弱绝对连续；(2)绝对连续；(3)强绝对连续．借助于Banach空间中级数的各种收敛概念之间的关系证明了，(2)与(3)等价是有穷维Banach空间的特征．作为它的推论，(1)与(3)等价有同样的结果．还证明了存在某些无穷维空间，在其中(1)与(2)是等价的． 相似文献
4.
范例教学是20世纪中叶原联邦德国瓦．根舍因创立．主要针对传统的应育，导致学生精神生活窒息，缺乏主动性，创造性与弊端．在许多国家进行了实践与推广研究。范例教学的核心观点有：(1)重视在教学中把握学科知识的结构；(2)强调学生在学习过程中培养“问题意识”；(3)重视德国教育的传统——合科教学与教育性教学。 相似文献
5.
林海 《陕西理工学院学报(社会科学版)》2001,19(3):24-28
在分析西部小城镇发展中存在诸多问题的基础上，就小城镇发展的途径进行了探讨。指出：西部小城镇发展应采取的对策：(1)撤乡并镇，扩大建制镇规模；(2)合理规划．建设农民新家因；(3)以社会分工为契机．促进农业产业化；(4)以资源优势为基础．建设特色城镇。 相似文献
6.
立体几何中的成角和距离问题的求解策略，一般需经过三个步骤：(1)作出角或距离；(2)证明作的角或距离为所求；(3)在平面中求得结果．但在实际求解时有些问题可另辟蹊径．下面简举几例． 相似文献
7.
经济合作与发展组织2002年高等教育学术研讨会主要集中讨论5个问题：(1)以人为本：全球对高等教育系统关注重点的变迁与发展；(2)胡罗卜与大棒：国家政策与院校行为互动的发展趋势；(3)大学跨国化与学术理想：国际教育市．场的激励与合作；(4)人力资源的个体开发：大学职业路径与激励机制；(5)院校个性：今天我们如何管理大学。 相似文献
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中学生数学解题表征的一次调查测试 总被引：3，自引：0，他引：3
问题表征是指问题或任务在问题解决者头脑中是如何呈现、如何表现出来的．问题表征依赖于人的知识经验，也受到注意、记忆和思维的影响．中学生问题表征处于3个不同水平：(1)程序性表征；(2)发展的表征；(3)概念性表征．经常要求学生解释数学表达式的意义，是促进学生概念性理解的重要手段． 相似文献
9.
本文通过半开放式调查与自编问卷．对浙江省458名民办类和公办类大学生进行测查。结果发现：(1)当代大学生都以学习为自身第一需要，但民办类和公办类大学生出现了显著差异}(2)自身发展与专业前途成为最受关注的问题。两者没有表现出差异性；(3)确立了正确的努力方向；(4)学习动力来自职业要求和家庭、社会期望；(5)希望与教师建立真诚互动的关系；(6)消遣、娱乐类书籍成为学生阅读书目的首选；(7)在专业以外学习上呈现了多元、分化的特点。因此，要好好总结大学生学习需要的表现特点．根据他们在学习需要上表现出的独特性施以有针对性的教育。 相似文献
10.
陈圣胜 《中小学实验与装备》2004,14(5):24-24
为了测定额定电压为2．5V，额定功率约为1w的小灯泡的额定功率。有下列器材供选用：A．电源(2V)；B．电源(6V)；C．电流表(0—0．6A)；D．电流表(0—3A)：E．电压表(0—3V)；F．电压表(0—15V)；G．最大值5Q的滑动变阻器；H． 相似文献
11.
Objective： The aim of this study was to investigate subgingival infection frequencies ofPorphyromonas gingivalis and Actinobacillus actinomycetemcomitans strains with genetic variation in Chinese chronic periodontitis （CP） patients and to evaluate its correlation with clinical parameters. Methods： Two multiplex polymerase chain reaction （PCR） assays were developed to detect the 16SrDNA, collagenase （prtC） and fimbria （fimA） genes of P. gingivalis and the 16SrDNA, leukotoxin （lktA） and fimbria-associated protein （fap） genes ofA. actinomycetemcomitans in 60 sulcus samples from 30 periodontal healthy subjects and in 122 subgingival plaque samples from 61 patients with CP. The PCR products were further T-A cloned and sent for nucleotide sequence analysis. Results： The 16SrDNA,prtC andfimA genes ofP. gingivalis were detected in 92.6%, 85.2% and 80.3% of the subgingival plaque samples respectively, while the 16SrDNA, lktA andfap genes ofA. actinomycetemcomitans were in 84.4%, 75.4% and 50.0% respectively. Nucleotide sequence analysis showed 98.62%-100% homology of the PCR products in these genes with the reported sequences. P. gingivalis strains with prtC＋/fimA＋ and A. actinomycetemcomitans with lktA＋ were predominant in deep pockets （〉6 mm） or in sites with attachment loss 〉5 mm than in shallow pockets （3-4 mm） or in sites with attachment loss 〈2 mm （P〈0.05）. P. gingivalis strains withprtC＋/fimA＋ also showed higher frequency in gingival index （GI）=3 than in GI=1 group （P〈0.05）. Conclusion： Infection ofP. gingivalis with prtC＋/fimA＋ and A. actinomycetemcomitans with lktA＋ correlates with periodontal destruction of CP in Chinese. Nonetheless P. gingivalis fim4, prtC genes and A. actinomycetem- comitans lktA gene are closely associated with periodontal destruction, while A. actinomycetemcomitansfap gene is not. 相似文献
12.
Jennifer H. James 《Early Childhood Education Journal》2008,35(5):413-418
Written from the vantage point of both a mother and teacher educator, the author recounts the journey taken by Sarah, her
4-year old daughter, as she is introduced to and explores map making as a means of representing and making sense of familiar
and unfamiliar places. Offering Sarah’s experience as context, the author offers both a practical and theoretical discussion
of children’s emerging geographic literacy, its relationship to identity development and the importance of understanding children’s
experience and socio-emotional development to inform pedagogy.
相似文献
| Jennifer H. JamesEmail: |
13.
Anna Stetsenko 《Cultural Studies of Science Education》2008,3(2):521-533
In this rejoinder, I comment on how going through the activity of participating in this forum and of engaging in dialogue
with my commentators makes sense at several levels—most importantly, at the personal and the conceptual—and how these two
levels are intricately connected. The link between the personal and conceptual (cognition and emotion)—their de facto unity—is
highlighted through a discussion of a theoretical stance that has to do with ineluctable dialogicality of any and all aspects, incarnations, and expressions of human development, being, and learning. The dialogicality of knowing
comes to the fore if knowledge is understood as being part and parcel of ongoing real life activities out in the world imbued
with ideology, values, and commitments. In this stance, knowing and acting, words and deeds, theory and practice cannot be
ever thought of as separate realms; instead they inevitably and necessarily appear as belonging together and as forming inherent
aspects (or dimensions) of one and the same process of people collaboratively engaging with and transforming the world.
相似文献
| Anna StetsenkoEmail: |
14.
Derek J. Harmon Stefanie M. Attardi Malli Barremkala Danielle C. Bentley Kirsten M. Brown Jennifer F. Dennis Haviva M. Goldman Kelly M. Harrell Barbie A. Klein Christopher J. Ramnanan Joan T. Richtsmeier Gary J. Farkas 《Anatomical sciences education》2021,14(2):132-147
Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May–August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic. 相似文献
15.
Glenda A. Hudson 《Children‘s Literature in Education》2006,37(4):313-324
This article considers J.M. Barrie’s satirical treatment of the Platonic doctrine of reminiscence in Peter Pan, and how Barrie’s work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood” (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in Peter Pan. The essay will also explore the portrayal of the Eden of childhood in Wordsworth’s poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth’s poetry, it is a far more ambivalent state in Peter Pan.
相似文献
| Glenda A. HudsonEmail: |
16.
The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined
by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning,
thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging
this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms
an important part of any comprehensive theory of listening.
相似文献
| Jim GarrisonEmail: |
17.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引：1，自引：1，他引：0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
| Constantinos Tzanakis (Corresponding author)Email: |
18.
Although there is a substantial amount of literature documenting the relationship between child abuse and behavioral problems in China, there is, on the other hand, a limited number of studies on the joint and unique associations of maternal and paternal physical abuse with child behaviors within the Chinese context. The present study, using the family systems theory as the theoretical framework, aims to examine these joint and the unique associations of maternal and paternal physical abuse with externalizing and internalizing behaviors among a community sample of Chinese children. A total of 296 children (54.7% boys, mean age 12.31 ± 0.56 years) from two-parent families participated in the study, and they reported their physical abuse experience by their mother and father in the previous year using the Chinese version of the Parent-Child Conflict Tactics Scale. Participants, using the Youth Self Report, reported personal externalizing and internalizing behaviors, and, similarly, their mothers, using the Child Behavior Checklist, assessed children’s externalizing and internalizing behaviors. Linear mixed effect models with random intercept and slope were used to examine the joint and unique associations of maternal and paternal physical abuse with child externalizing and internalizing behaviors. Results revealed that physically abused children were more likely to be simultaneously abused by both mothers and fathers. Furthermore, when compared with their non-abused counterparts, children with physical abuse that was carried out solely by mothers (externalizing behaviors: β = 6.71, 95% CI = 2.45–10.98, p < 0.01; internalizing behaviors: β = 4.52, 95% CI = 0.37–8.66, p < 0.05) or by both mothers and fathers (externalizing behaviors: β = 4.52, 95% CI = 1.80–7.24, p < 0.001; internalizing behaviors: β = 2.98, 95% CI = 0.34–5.61, p < 0.05) reported more externalizing and internalizing behaviors. Externalizing and internalizing behaviors of children who were physically abused solely by fathers did not significantly differ from those of their non-abused counterparts, which may result from the small sample size. The present findings suggest that maternal physical abuse may have a dominant and unique association with child behaviors, regardless of whether paternal physical abuse occurs within the family. Implications for future research and practice within the Chinese context regarding the subject of child behaviors and parental abuse are discussed. 相似文献
19.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
相似文献
| Susan Louise StewartEmail: |
20.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
| Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献