纳米氧化铁的制备与展望     

邵梅珍 《衡水学院学报》2001,3(4):57-59

纳米氧化铁的制备方法有水热法、强迫水解法、凝胶-溶胶法、胶体化学法、水溶胶-萃取法、化学气相沉积法和激光热分解法等。通过分析比较各种纳米氧化铁的制备方法,提出了纳米氧化铁制备应向低成本、粒径可控、粒子均匀的方向发展。  相似文献   

阴离子型封闭聚氨酯聚电解质的制备     

李再峰  梁自禄  田慧  刘伟 《实验室研究与探索》2004,23(9):16-18,43

以甲苯二异氰酸酯、聚酯多元醇、扩链剂、封闭剂，通过丁酮法合成了阴离子水性聚氨酯电泳涂料。实验结果表明，NCO基团含量越高，漆膜硬度越高；亲水性扩链剂用量越多，乳液粒径越小，粘度越大，耐水性越差；当三乙胺的中和程度为0．75时，漆膜的综合性能最优。本实验用丁酮肟作为封端剂，漆膜性能得到很大的改善。  相似文献   

试论我国特殊教育师资培养中的几个争议问题   总被引：10，自引：0，他引：10  

刘扬  肖非 《教师教育研究》2005,17(4):47-51

随着社会变迁和特殊教育的发展,我国的特殊教育师资培养在观念、体系、目标、课程设置等方面出现了一些与时代发展不同步的地方,并由此产生了一些有争议的问题。本文在简单回顾我国特殊教育师资培养发展历史的基础上,对目前关于特殊教育师资培养体系、培养模式、培养层次上的三个争议问题做出分析。作者认为,目前我国特殊教育师资培养应逐渐倾向于在普通师范院校和综合性大学中进行,培养模式应以不分类为主,培养层次也应由过去的中师提高到大学本科水平及本科以上水平。  相似文献   

Interpersonal and relational orientation among pre-service educators: differential effects on attitudes toward inclusion of students with disabilities     

Paula T. McWhirter  Joyce A. Brandes  Kendra L. Williams-Diehm  Shannon Hackett 《Teacher Development》2016,20(1):1-17

The purpose of this investigation was to determine the extent to which pre-service educators’ interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three interpersonal needs: personal inclusion, affection and control. The ATIES was administered to measure attitudes toward classroom inclusion of students with physical, academic, behavioral and social disabilities. Repeated measures ANOVAs revealed a main effect for wanted inclusion and an interaction effect for expressed inclusion and expressed affection on attitudes toward classroom inclusion. Ultimately, these findings reveal how unique relational characteristics may influence preparation initiatives and may encourage consideration of how individual factors may mediate teacher training and preparation.  相似文献   

粗十水碱半干法制备过碳酸钠的研究     

徐颖惠 《南平师专学报》2007,26(2):26-29,25

采用半干法新工艺,以粗十水碳酸钠为原料替代工业碳酸钠,制备得过碳酸钠产品,可充分利用十水碳酸钠的溶解热使反应物料温度很快从室温(25℃)降至低温(70C—8℃),实现节能降耗。经正交试验优化得适宜的制备工艺条件为每40克粗十水碳酸钠用30%H_2O_216ml,各0.2gEDTA 和 Na_2SiO_3复合使用为内稳定剂,各0.2g,MgSO_4和 Na_2HPO_4复合使用为外稳定剂,产品质量符合部颁合格标准,一次性产率迭89.5%。  相似文献   

Informal mentoring for aspiring school leaders: a phenomenological study     

Christopher M. Parfitt  Amanda L. Rose 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):278-294

ABSTRACT

Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators.  相似文献   

次氯酸钠化学品的研究及应用     

郭士成  赵爱华 《临沂师范学院学报》2002,24(3):30-32

对次氯酸钠的制备、化学品性状、重要无机化学反应以及在水处理等方面的应用进行了综述。  相似文献   

美国四年制与五年制教师培养方案比较研究     

黄祖寄 《世界教育信息》2007,(11):36-39

四年制和五年制教师培养方案是美国教师职前培养的两种主要方式。文章从学制和学位、录取条件、课程设置和培养效果等方面对两种教师教育方案进行了比较分析。中国可以借鉴关国的经验，设置多样化、多层次的教师培养方案，要注意师范教育课程中学术性和专业性课程的均衡以及加强教师培养中对实地经验的重视。  相似文献   

浅析我国农村中学校本课程开发的准备   总被引：1，自引：0，他引：1  

刘海军 《青海师专学报》2003,23(5):128-129

我国农村中学校本课程开发已经成为迫切需要，为了在农村中学更好地进行校本课程开发，应该在思想认识、理论和实施等方面作好准备。  相似文献   

Using quality enhancement processes to achieve sustainable development and support for sessional staff     

D. Lekkas  T. A. Winning 《International Journal for Academic Development》2017,22(1):70-83

Abstract

Consistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context.  相似文献