数学教学中观察能力的培养     

陈丽萍 《宁德师专学报(自然科学版)》2007,19(3):296-297,300

阐述在数学教学中，如何培养学生的观察能力，通过观察能力的培养，提高学生的解题能力，进而提高学生分析问题和解决问题的能力．  相似文献   

让微课走进大学生的学习与生活——基于“互联网+”的高校微课应用对策研究     

赵英男  宋志胜  周琦 《教育教学论坛》2019,(2):210-212

本文主要研究如何让更多优秀的微课作品走进大学生的学习与生活。目前微课作品已经进入了全国中小学,并发挥着重要的作用,但相对于大学而言,微课却并不普及。随着当今社会互联网的普及发展,微课以其短小精悍、在线视频的特有形式给人们的学习生活带来了诸多便利。信息化时代的年轻人通过移动设备进行随时随地的学习,可将碎片化的时间整合起来,是新时代快节奏学习的发展与趋势。  相似文献   

Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking     

Susan B. Empson  Debra Junk  Higinio Dominguez  Erin Turner 《Educational Studies in Mathematics》2006,63(1):1-28

Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations.  相似文献   

认识数感与发展数感   总被引：15，自引：8，他引：15  

马云鹏  史炳星 《数学教育学报》2002,11(2):46-49

数感是“数学课程标准”提出的一个重要概念。数感是人们主动地、自觉地自动化地理解数和运用数的态度与意识。学生在数学学习过程中建立数感是数学地思考问题和解决问题的重要组成部分。建立数感也有利于学生深入理解数概念，形成数学运算技能。在数学教育改革中应当正确地理解“课程标准”中有关数感的要求，充分认识培养学生数感的重要性。在数概念教学与数的运算教学中，在指导学生解决现实问题的过程中培养学生的数感。  相似文献   

关于整系数多项式的一个结果     

陈鼎常 《黄冈师范学院学报》2001,21(3):64-65

用简洁的方法，证明了如下结果：若整系数多项式f(x)=x^n a1x^n-1 a2x^n-2 …＋an-1x an的所有根的绝对值都不大于1，an≠0，则f(x)的根都是单位根。  相似文献   

西周汉语第一人称代词称数问题研究   总被引：1，自引：0，他引：1  

张玉金 《华南师范大学学报(社会科学版)》2005,6(6):72-79,106

根据称数的不同，可以把西周汉语中的“余（予）”“朕”“我”“印”“吾”五个第一人称代词分为两类：一类是只指称单数的，如“余（予）”“朕”“印”；一类是既可指称单数又可指称复数的，如“我”“吾”。对每一个第一人称代词的称数情况进行论证和统计，重点讨论“我”在称数方面的历史变化及原因。  相似文献   

关于Fibonacci-Lucas数乘积的偶数次方的积和式     

李超  王念良 《商洛师范专科学校学报》2006,20(1):85-89

利用第一、二类Chebyshev多项式的性质及其与Fibonacci数和Lucas数的关系得到了关于Fibonacci-Lucas数乘积的偶数次方的积和式．  相似文献   

测量误差及其有效数字     

罗湘南 《湖南城市学院学报》2002,19(3):23-25

介绍了标准误差 ,误差传递 ,给出了有效数字的处理方法  相似文献   

全宗号管理新探   总被引：1，自引：0，他引：1  

刘正坤 《湖南城市学院学报》2007,28(3):83-84

全宗号是档案馆(室)给定每个全宗的代码,目前至少有3种档案案卷缺失,这造成了档号不全,识别不清、统计不实、管理不严的严重后果。全宗号缺失的基本原因是学理性解释误导、社会档案意识滞后、法规执行不到位。解决全宗号缺失的主要方法是建立馆外全宗号体系,包括家庭档案全宗号、集体档案全宗号和特殊单位档案全宗号。  相似文献   

How does collaboration affect researchers’ positions in co-authorship networks?     

Xiangjie Kong  Mengyi Mao  Huizhen Jiang  Shuo Yu  Liangtian Wan 《Journal of Informetrics》2019,13(3):887-900

Collaboration usually has a positive effect on researchers’ productivity: researchers have become increasingly collaborative, according to recent studies. Numerous studies have focused on enhancing research collaboration by recommendation technology and measuring the influence of researchers. However, few studies have investigated the effect of collaboration on the position of a researcher in the research social network. In this paper, we explore the relationships between collaboration and influence by social analytical methods, which are pertinent to analyzing the network structure and individual traits. We evaluate three aspects of the researchers’ influence: friendship paradox validation, social circle, and structure of a researcher's ego network. Furthermore, the ”six degrees of Bacon number” theory, generalized friendship paradox, and triadic closure theory are introduced to support our analysis. Experimental results show that collaboration can help researchers increase their influence to some extent.  相似文献