C语言和PASCAL语言的对比学习     

黄晓因 《思茅师范高等专科学校学报》2003,19(3):27-29

掌握了一门程序设计语言后学习其它的语言课程，应有意识地进行对比。文中重点从数据结构、语言工具两个方面比较了C语言和PASCAL语言的异同并进一步指出：在学习进程中贯穿对比思维，可达到事半功倍、温故知新的效果。  相似文献   

中小学科技素质教育中存在的问题及对策     

谭贞 《信阳师范学院学报(哲学社会科学版)》2002,22(6):57-59

科技素质教育是技术创新的基础。面对知识经济的挑战，我国的中小学教育模式，已不适应经济变革和社会发展的需要。特别是科技素质教育十分薄弱，具体表现在科技师资水平偏低、教学内容陈旧、教学方法单一、重科学知识传授轻科学能力培养、教育经费短缺等，惟有提高教师的科技素质，改革旧的课程内容、教学方法，改善办学条件，才能提高中小学校学生的科学素质。  相似文献   

建筑设计中PDM系统开发的关键问题及其实现技术     

焦思红  屈云光 《北京工业职业技术学院学报》2003,(4)

根据PDM系统建设的实际,提出了开发PDM系统中的几个关键问题,主要包括角色管理、工作流管理、片本控制以及应用软件集成等,对于每一种问题均给出了相应的解决方案。  相似文献   

Socio-Scientific Discussions as a Way to Improve the Comprehension of Science and the Understanding of the Interrelation between Species and the Environment     

Carolina Castano 《Research in Science Education》2008,38(5):565-587

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Making sense of learner and learning Big Data: reviewing five years of Data Wrangling at the Open University UK     

Bart Rienties  Simon Cross  Vicky Marsh  Thomas Ullmann 《Open Learning》2017,32(3):279-293

Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.  相似文献   

Objectivity as standardization in data-scientific education policy,technology and governance     

Ben Williamson  Nelli Piattoeva 《Learning, Media and Technology》2019,44(1):64-76

ABSTRACT

New data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The data-scientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of ‘social and emotional learning and skills,’ this paper examines the practices of ‘objectivity-making’ underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledge-making practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policy-relevant scientific knowledge and ‘evidence-based’ education governance.  相似文献   

马克思的社会有机体论与社会发展标准     

贺晴 《渭南师范学院学报》2011,26(3):20-22

马克思的社会有机体理论认为社会是由人的实践所引起的各种因素相互制约有机联系的整体。它揭示出人是社会的主体,社会发展的标准就是使社会有机体良性运行,马克思的社会有机体理论深化了唯物史观关于社会发展标准理论,并为落实科学发展观奠定了理论基础。  相似文献   

马克思的历史进步尺度思想对“和谐发展”的启示     

李春生 《襄樊学院学报》2011,32(9):32-35,40

科学发展与社会和谐的结合就是"和谐发展"。马克思的历史进步尺度思想对"和谐发展"有多方面的启示:生产力的发展归根到底会促进人的发展;生产力的发展程度是人的发展程度的标识;"共同富裕"是生产力与人"和谐发展"的归宿;主体创新能力是科学发展的可持续力。唯有实现"和谐发展",才能真正实现生产力发展与人的自由全面发展这两个社会进步尺度的有机的内在统一。  相似文献   

以科研促教学 让传统专业焕发青春活力——襄樊学院文学院汉语言文学专业改造脞谈     

张治国 《襄樊学院学报》2011,32(12):61-64,76

意欲发挥科研对教学的推进器作用,促进"汉语言文学"这个传统专业脱胎换骨的更新改造,应着力解决三个问题。一是走出观念误区,提高对科研工作重要性的认识;二是营造以科研促教学的良好氛围:充分发挥政策与制度的引领导向作用,发挥教师的主体作用,培养良好学风等;三是探索以科研促教学的有效途径:倡导教师科研成果向教学内容的动态转化,鼓励教师指导和带领学生做科研。  相似文献   

试论化学教学与科学素质培养   总被引：1，自引：0，他引：1  

殷梅珍  汪晓波 《安徽教育学院学报》2001,19(6):97-100

本文在分析学科教学中加强学生科学素质培养必要性的基础上，提出通过优化教学过程，调整知识结构；发掘化学学科内涵；发挥学科特点，以实验为突破口三条途径，提高科学素质。  相似文献