共查询到19条相似文献，搜索用时 93 毫秒
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本证明了J^*(E)的自然基是ESA型的，并构造了空间K（E）。章的另一个主要结构是J（E）次自反的充要条件是K（E）次自反，从而说明了James空间和ESA空间本质上是相同的。 相似文献
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在赋准范空间上定义准*自反的概念,利用凸锥的工具,证明了AX(B*)在赋准范空间单位闭球上是稠密的,从而证明了赋准范空间具有准*自反性质。 相似文献
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在赋准范空间上定义准。自反的概念，利用凸锥的工具，证明了A，（B＊）在赋准范空间单位闭球上是稠密的，从而证明了赋准范空间具有准＊自反性质。 相似文献
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指出弱紧算子与空间自反性的关系典型地体现了算子性质与空间结构的内在深刻联系,并就此展开讨论,得到一系列结果。 相似文献
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罗李平 《衡阳师范学院学报》2004,25(3):1-3
阐述和总结了时Banach空间自反性问题所做的工作，并在此基础上利用时偶映射的概念与(S)性质给出了Banach空间自反的一些新的充要务件和充分条件。 相似文献
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通过对Lax-Milgram定理的研究,在自反的Banach空间中获得与Hilbert空间相类似的结果,从而使该定理的使用范围更加广泛. 相似文献
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审美现代性作为现代性结构中的一个重要层面,从诞生起就扮演了一种"秩序中他者"的角色,这种角色定位使其具备鲜明的批判色彩,为了保持这种批判品格,审美现代性呈现出"双重自反性"特征:一是结构自反性,矛头指向现代性;一是自我自反性,矛头指向其自身。这两种自反性的辩证关系给人们留下许多思考的空间。 相似文献
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本文对局部凸空间引进一致光滑、拓扑一致光滑的概念，讨论了局部凸空间的一致凸性[1]与一致光滑性裼 某种对偶关系，证明了：（1）若局部凸空间（E^1,P*)是一致凸的，则局部凸空间（E，P）是一致光滑的；（2）若局部凸空间（E^1,P*)是一致光滑的，则局凸空间（E，P）是一致凸的；（3）亚完备的拓扑一致光滑的局部凸空间是自反的。 相似文献
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讨论了G相对乘积空间中的Ti(i=-1,O,l,2)与次T0分离性质． 相似文献
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Robyn Bentley-Williams Jennifer Morgan 《Asia-Pacific Journal of Teacher Education》2013,41(2):173-185
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education. 相似文献
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Sébastien George Christine Michel Magali Ollagnier-Beldame 《Interactive Learning Environments》2016,24(7):1389-1407
During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces. 相似文献
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在点集拓扑学中,子空间,积空间,商空间等是由已知拓扑空间构造新的拓扑空间的常用方法.但是这些方法各自是独立的分别讨论.本文试图通过特殊的情况寻找积空间与商空间之间的某种联系. 相似文献
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Philippe Bourgois 《International journal of qualitative studies in education》2013,26(4):417-420
In this article, we explore the methodological possibilities of dual observation and ‘inter‐reflexive’ interpretation as we have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. Our intent here is to understand the ways in which our particular historical, social and cultural perspectives lead us to partial yet complementary sensings, seeings, hearings and feelings in this setting, and the ramifications of this for the interpretations we bring to observational data, and the subsequent development of interpretive narrative accounts. Through an analysis of our respective narrative accounts of our first observational encounter in the research setting, and subsequent ‘inter‐reflexive’ interpretation, we seek to interrogate the ways in which a plausible, credible and believable narrative can be developed through the separate and joint analyses of storied reflexive observation. 相似文献
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A crucial skill for researchers in inter- and transdisciplinary environmental projects is the ability to be reflexive about knowledge and knowledge production. Few studies exist on the operationalization of reflexive skills and teaching and learning strategies that help students master these skills. This research aims to contribute in this direction. We distinguished two components of reflexive skills: (i) assessing the relative contributions of scientific disciplines and non-academic knowledge in addressing environmental issues; (ii) assessing the role of norms and values in research. We developed a framework for teaching and learning reflexive skills and evaluated this framework within a quasi-experimental educational setting involving 3 groups of 30 students. Students’ reflexive skills were assessed quantitatively using a pre- and post-test questionnaire. Moreover, students’ reflection papers were analysed to get a better understanding of their perspectives on the teaching and learning framework. We show that it is possible to train students in reflexive skills, but it requires a well-designed learning setting. 相似文献
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周晚田 《湖南师范大学社会科学学报》1999,(6)
反身代词又称自身代词,它由人称代词所有格或宾格加后缀－self构成,在句子中作宾语、表语、同位语。本文从语义学和句法学的角度,着重分析了反身代词充当某一句子成分时的强调特征。这一特征在一些习语中尤为突出。 相似文献