填满空间曲线     

刘志红  刘法贵 《周口师范学院学报》2007,24(2):13-16

1890年皮亚诺提出“一段连续的曲线可以填满一个闭的空间”.本文利用构造的方法讨论一段连续的曲线填满正方形、矩形、圆、球,甚至更高维的闭区域,如闭球、闭超方体等.  相似文献   

EPSW数字测图系统及其二次开发     

黄艳芳  胡华科 《嘉应学院学报》2004,22(6):70-72

讨论了基于EPSW的数字测图系统的特点、作业方法,对此做了比较分析,并给出了在QBASIC语言环境下的二次开发原理与方法  相似文献   

测绘工程专业技能培养的实践与思考   总被引：1，自引：2，他引：1  

花向红  邹进贵 《实验室研究与探索》2007,26(8):103-106

介绍测绘工程专业技能的内涵,并对如何培养测绘工程专业技能所采取的一系列措施作了阐述。实践表明,这些措施对提高教学质量、培养高级测绘人才起到了重要作用。  相似文献   

A Framework for Analysis of Teachers’ Geometric Content Knowledge and Geometric Knowledge for Teaching     

Mohan?ChinnappanEmail author  Michael?J.?Lawson 《Journal of Mathematics Teacher Education》2005,8(3):197-221

Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework is then developed for the case of two teachers’ knowledge of the concept ‘square’.  相似文献   

Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour     

Ian Kinchin  Anesa Hosein  Emma Medland  Simon Lygo-Baker  Steven Warburton  Darren Gash 《Journal of Further & Higher Education》2017,41(2):155-171

After spending a year working on the development of a new online Master’s programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment.  相似文献   

Curriculum mapping food science programs: An approach to quantification of professional competencies     

Emma Weston  Maria Benlloch‐Tinoco  Liz Mossop  Fiona McCullough  Tim Foster 《Journal of Food Science Education》2020,19(2):97-108

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect “competency development” to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities.  相似文献   

在有界集上的有界函数的一个特征     

黄崇智 《内江师范学院学报》2002,17(2):60-61

本文给出度量空间内有界集上的函数有界的一个充分必要条件  相似文献   

形变映射法求Boussinesq方程的显式精确行波解     

黄文华  褚玉芳 《宜春学院学报》2003,25(2):22-24

利用形变映射法，建立Boussinesq方程与三次非线性Klein-Gordon(NKG)方程一类特殊类型解的代数变换关系．根据该关系以及NKG方程的已知解，获得Boussinesq方程系统丰富的显式精确行波解，包括孤波解，周期波解，雅可比椭圆函数解和其他精确解．  相似文献   

基于改进特征提取方法的五线谱识别     

陈琢  吴亚联  何婕 《教育技术导刊》2019,18(6):125-129

针对传统五线谱识别方法存在谱线过删和漏删的缺点,以及现有音符特征提取方法与谱线删除相互制约的问题,提出一种改进的、无需删除谱线的特征提取方法。在图像预处理阶段保留谱线,将音符与谱线同时投影,结合音符符杆垂直像素数据与音符其它部位像素数据携带的映射特征,对横纵向投影数据进行数理统计分析,得到供音符类型识别的归一化特征值,再利用基准谱线与音符符头的相对位置获取音调信息。实验结果表明,该方法在保证较高识别精度的基础上,进一步提高了识别速率,可以有效识别音符组合形式较复杂的乐谱,对于五线谱识别应用具有重要意义。  相似文献   

Charting the elements of pedagogic frailty     

I.M. Kinchin  E. Alpay  K. Curtis  J. Franklin  C. Rivers  N.E. Winstone 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):1-23

Background: The concept of pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching improvement within universities by helping to maintain a simultaneous focus on four key areas that are thought to impede development. Purpose: The variation in internal structure of the four dimensions of pedagogic frailty and the links that have been proposed to connect them are explored here through the analysis of interviews with academics working in a variety of disciplinary areas. Methods: The application of concept map-mediated interviews allows us to view the variable connections within and between these dimensions and the personal ways they are conceptualised by academics working across the heterogeneous university context. Results: The data show that academics conceptualise the discourse of teaching in various ways that have implications for the links that may be developed to integrate the elements within the model. Conclusions: Whilst the form and content of the maps representing dimensions of the pedagogic frailty model exhibit considerable variation, it is suggested that factors such as academic resilience and the explicit use of integrative concepts within disciplines may help to overcome some of the vulnerabilities that accompany pedagogic frailty. The data also raises questions about the links between factors that tend to be under individual control and those that tend towards institutional control.  相似文献