Characterizing the sexual abuse experiences of young adolescents     

Sonya Negriff  Janet U. Schneiderman  Caitlin Smith  Justine K. Schreyer  Penelope K. Trickett 《Child abuse & neglect》2014

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关于团体操设计中融入"冷抽象"和谐思想的思考   总被引：2，自引：0，他引：2  

张颖 《体育学刊》2006,13(2):135-137

通过解读雅典奥运会、东亚运动会和十运会开幕式,对其中“冷抽象”风格蕴涵的和谐思想进行了分析与研究。提出2008年北京奥运会开幕式团体操的设计要适当融入“冷抽象”风格,充分体现和谐思想,并对其前景进行了展望。  相似文献   

谈函数概念教学     

汪银苗 《安徽职业技术学院学报》2003,2(2):34-36

文章在总结多年教学经验的基础上 ,提出使学生掌握函数概念的一套较好的方案  相似文献   

The Fallacy of Misplaced Concreteness: Its Importance for Critical and Creative Inquiry     

H. Edward Thompson 《Interchange》1997,28(2-3):219-230

In Science and the Modern World, Alfred North Whitehead (1925/1953) critically discusses the historical development of science and its larger impact on our civilization and culture today. The fallacy of misplaced concreteness (FMC) is a notion central to his analysis, both of the process of inquiry and to the general sustainability of quality of life. This paper is part of a panel of four presentations relevant to the theory, practice, and teaching of science. In this paper I identify the FMC as a set of variations on the central theme of misplacing concreteness, by mistaking the abstract for the concrete, and I define the component notions involved. More than half of the paper involves a representative range of concrete examples of the FMC. The realm of the aesthetic, of patient and sensitive attention, the full range of immediate bodily feeling, and the variety of real values revealed therein, turns out to be both the victim of and the remedy for the FMC. As Whitehead says: "Sensitiveness without impulse spells decadence, and impulse without sensitiveness spells brutality" (1925/1953, p. 200).  相似文献   

抽象空间中随机过程收敛性的研究   总被引：2，自引：0，他引：2  

苏连塔 《泉州师范学院学报》2006,24(6):9-12

研究随机过程之和的收敛性问题,给出了{∑k=1∞εk(ω)Xk(t)}k∞=1依联合测度μ×P收敛的一个充分条件,并同时给出一个∑明.这些问题的解决对弄清楚随机过程的收敛状况,进而揭示随机现象运动变化趋势有积极的理论意义.  相似文献   

论抽象思维--自然语言基本思维方式系列研究之二   总被引：3，自引：0，他引：3  

苏富忠 《哈尔滨学院学报》2002,23(3):30-37

抽象思维是遵循同一律 ,运用抽象思维方法 ,操作抽象语词代换、把握对象观念 ,建构用抽象逻辑结构起来的思维成果的逻辑规律型代换思维。同一律是在变革对象观念的前提下 ,从同与异的对立中去异取同地把握、代换对象观念的逻辑规律。抽象思维有其巨大的合理性 ,也有其重大的局限性。它的创造是必然的 ,它的否定也是必然的  相似文献   

浅探体育专业政治理论课教学的化抽象为形象     

杨力翔 《广州体育学院学报》1996,(4)

任何理论的概括和表述都有其高度的抽象性和严密的逻辑性，这对于体院学生来 说是学习过程中较大的障碍。依据辩证唯物主义认识论的有关原理，研究分析了如何结合体院学 生的固有特点，努力地在政治理沦课教学中化抽象的理论为生动具体的形象，从而增强教学效 果、提高教学质量。  相似文献   

“理想实验”与物理教育   总被引：1，自引：0，他引：1  

文军 《渭南师范学院学报》2004,19(2):78-81

“理想实验”对物理学的形成和发展，对物理理论的补充和完善起着重要的作用，它又是物理教育的重要组成，物理教育中引入“理想实验”，对培养学生的想象力、创新思维能力、科学抽象能力都具有重要的作用。  相似文献   

Secondary School Students’ Construction and Use of Mathematical Models in Solving Word Problems     

Salvador Llinares  Ana Isabel Roig 《International Journal of Science and Mathematics Education》2008,6(3):505-532

This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15–16 years old). Four levels of the development of constructing and using mathematical models were identified using a constant-comparative methodology to analyse the student’s problem-solving processes. Identifying the general in the particular and using the particular to endow the general with meaning were the key elements employed by students in the processes of construction and use of models in the different situations. In addition, attention was paid to the difficulties that students had in using their mathematical knowledge to solve these situations. Finally, implications are provided for drawing upon student’s use of mathematical models as conceptual tools to support the development of mathematical competence from socio-cultural perspectives of learning.  相似文献   

Abstraction and Consolidation     

John Monaghan  Mehmet Fatih Ozmantar 《Educational Studies in Mathematics》2006,62(3):233-258

The framework for this paper is a recently developed theory of abstraction in context. The paper reports on data collected from one student working on tasks concerned with absolute value functions. It examines the relationship between mathematical constructions and abstractions. It argues that an abstraction is a consolidated construction that can be used to create new constructions. Newly formed constructions are fragile entities. In the course of consolidating a construction this student creates connections between the new construction and already established mathematical knowledge and develops a language to describe and guide mathematical actions related to the construction. The resulting abstraction is a more resilient form of the construction and the student is able to justify his assertions. The paper also examines issues in designing tasks to consolidate a construction.  相似文献