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1.
渐开线少齿差齿轮副,由于是内啮合,齿轮副的齿对之间的间隙很小,在受力后轮齿变形而使得同时有多对齿啮合。本文用简明的几何推导,弹性力学的方法,推导出了轮齿受载弹性变形后同时啮合的确切齿对和承受载荷最大的齿对的载荷与总载荷的比例系数——承载能力系数。利用承载能力系数可算出更符合实际的各齿对分别承受的载荷。经样机的设计、制造和试验结果表明,本文提出的计算方法和公式是正确的,可以有效地提高齿轮副的承载能力。 相似文献
2.
Kristin Sue Farley Shayne Piasta Mine Dogucu Ann O’Connell 《Early education and development》2017,28(4):488-505
Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to calculate time spent in small-group literacy instruction. Educators completed questionnaires indicating classroom adult:child ratios, literacy beliefs, and feelings of self-efficacy. Classroom Assessment Scoring System scores for classroom organization and instructional support measured the quality of classroom management and instructional interactions, respectively. On average, educators provided 11.4 min (SD = 10.6) of small-group literacy instruction a day. It is notable that many educators provided little or no small-group literacy instruction. Negative binomial regression analyses indicated that educators with better classroom management, higher quality instructional interactions, and lower adult:child ratios were more likely to use small-group literacy instruction. Educators’ beliefs and feelings of self-efficacy were not associated with the use of small-group literacy instruction. Practice or Policy: Educators may be better able to provide small-group literacy instruction in contexts affording low adult:child ratios and high levels of classroom management and instructional support, all of which are malleable factors that can be changed via policy or professional development. 相似文献
3.
The purpose of this study was to develop a peer helping training program for university students in Turkey and to examine
its effectiveness in improving the helping skills and self-growth of peer helpers. A pre-test, post-test, follow-up-test experimental
design, involving a treatment and control group, was carried out with a total sample of 31 undergraduate participants. Results
indicate that there was a significant difference between treatment and control groups in specific measures of empathic and
reflection skills, but not in communication skills as a general measure. Significant improvements also were found in the treatment
group participants` self-esteem and self-acceptance in regard to time. 相似文献
4.
Zeynep Mine Derince 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,29(1):377-395
After passing their university entry exam, students who wish to study a subject at one of the Turkish universities offering
English-medium courses attend a one-year preparatory class. At the end of this, they need to pass an English language proficiency
exam in order to be admitted to their chosen course of study. The existing curriculum for such preparatory classes is designed
to be taught in English only and very much oriented towards passing the concluding standardised language proficiency exam
at the end. This approach does not teach the students any of the skills they will need for their further study, such as how
to think critically or to question their own conditioning and political attitudes. Using a different methodology, the author
of this paper conducted an in-class project with students learning English in a Turkish state university’s preparatory class.
The project was carried out within a framework of critical pedagogy and used both Turkish and English during the phases of
research and discussion. Evaluating the students’ own reflections on the experience as well as their final presentations which
were prepared in English, the author suggests that the critical pedagogy approach in combination with a maximum use of students’
means of expression and language resources led to a more meaningful learning experience – both for the students and for herself
– as well as a more efficient and lasting English language proficiency. 相似文献
5.
煤炭职工高中等教育研究会课题组 《煤炭高等教育》2003,21(2):101-105
教学督导就是依据一定的评价标准对教学工作的过程和绩效进行调查研究、测量分析及评定，在此基础上对教学工作进行监督和指导；素质体系包括学习素质、创新素质、知识素质、成功素质；应建立全国职业技术教育师资培训中心，建立“双师型”人才资格认征体系，建立专兼职相结合的教师队伍；高职教育招生和毕业生就业指导工作要加大改革力度。 相似文献
6.
The purpose of this study was to investigate prospective mathematics teachers’ knowledge of common conceptions and misconceptions
that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge
of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected
from 17 Turkish prospective teachers at the end of the spring semester of the 2004–2005 academic year. A case study design
was used in which data were collected through the Multiplication of Fractions Questionnaire and semi-structured interviews.
The prospective teachers suggested many difficulties that elementary grade level students may have and stated that these difficulties
stemmed from students’ lack of formal knowledge and rote memorization of the algorithms. In addition, the prospective teachers
suggested many strategies that could be used to overcome these misconceptions or difficulties. These strategies could be grouped
under three headings: strategies based on teaching methods, strategies based on formal knowledge of fractions, and strategies
based on psychological constructs. 相似文献
7.
Mine Munyofu William J. Swain Bradley D. Ausman Huifen Lin Khusro Kidwai Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. 相似文献
8.
This article examines the use of pornographic media by Taiwanese high school students, and explores the effects of exposure to such on their attitudes and behaviour in terms of sexual permissiveness. The results of this research indicate that more than 90 per cent of the students interviewed had at least some exposure to a variety of pornography, with males reporting significantly higher exposure frequencies than females. The results also show that exposure to pornographic media has significant effects on high school students’ sexual permissiveness and nonexclusive sexual attitudes and behaviour. 相似文献
9.
Mine Isiksal Petek Askar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):333-350
Background Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue. Purpose This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated. Sample The study consisted of 64 7th-grade students from three different classes including all the 7th- graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices. Design and methods The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The Mathematics achievement test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a Mathematics self-efficacy scale and Computer self-efficacy scale were developed respectively. Analysis of covariance, bivariate correlations and t-test were used to analyse outcome data. Results Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement. Conclusions The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement. 相似文献
10.
Mine Güven 《Open Learning》2013,28(2):116-130
This study addresses the need for trained medical interpreters in various local/ethnic languages especially at public health institutions in Turkey, and argues that distance learning would be an effective tool for medical interpreting training, given the particular constraints of the situation. Designed to meet the respective needs of different target groups, two certificate programmes are proposed: a three-month programme for health professionals and a one-year programme for prospective medical interpreters. These certificate programmes involve delivery of the theoretical content by distance mode in addition to face-to-face interpreting practice guided by professional interpreter trainers and experts of the local/ethnic languages concerned. 相似文献