共查询到20条相似文献，搜索用时 578 毫秒
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在高等数学中,积分运算是一项重要的内容,而利用对称性求积分是简便计算的一种常用的方法,而其中轮换对称性也是一种效率较高的方法,但是现有教材及日常学习中较少提到.本文就轮换对称性在积分运算中的应用做了详细探讨. 相似文献
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徐年方 《河北能源职业技术学院学报》2009,9(1):92-93,96
本文首先给出轮换对称性的定义,将它应用于二重、三重积分及曲线、曲面积分的计算中,用统一的形式归纳出计算积分的简易方法,最后用轮换对称性证明定积分不等式。 相似文献
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探讨了轮换对称性在积分计算中的应用,利用积分变量与积分区域的轮换对称性先简化重积分及面积分,然后再采用其它方法来计算,使这两类复杂的积分计算变得简单.并给出实例分析. 相似文献
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杨雯靖 《数学学习与研究(教研版)》2010,(17):109-110
利用被积函数的奇偶性、积分区域的对称性和轮换对称性可以简化积分的计算．讨论了两类曲面积分中的对称性方法,并举例说明其在简化曲面积分计算中的应用． 相似文献
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黄汉桥 《数理天地(高中版)》2013,(10):24-25
分析对于一些复杂的不等式证明题,直接处理起来比较麻烦,如果题中的结构具有一些特殊的性质,如对称性、轮换对称性等,那么往往可以通过三角代换来证明． 相似文献
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利用对称性、轮换对称性可以简化重积分的计算，那么在曲线(面)积分计算中，能否利用积分曲线(面)的对称性及被积函数的奇偶性来简化计算呢?对此问题，有如下结论。 相似文献
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多项选择题型是目前英语测试中使用最广泛的一种客观性题型。然而,多项选择题的弊端日益凸显。为了尽量减少多项选择对教学产生负面反拨作用,该文提出了几点建议:1)科学设计干扰项,使其真正起到干扰作用,确保试题的效度,保证命题的质量。2)尽量减少多项选择题在英语测试中的主导地位,提高主观试题的比例。3)提高多项选择的内容效度,避免考点单一。4)注重预测、修改过程,尽量通过科学化的出题减少多项选择题带来的负面影响。 相似文献
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When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games. 相似文献
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Rajeeva L. Karandikar 《Resonance》2006,11(3):86-93
I analyse various schemes of negative marking for tests consisting of multiple-choice questions and propose a scheme that
reduces the impact of random guessing. I also propose an alternate style of multiple-choice questions, where each question
may have several correct answers and the candidate is required to tick all correct answers in order to get credit. 相似文献
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In this paper we report the results of an experiment designed to test the hypothesis that when faced with a question involving the inverse direction of a reversible mathematical process, students solve a multiple-choice version by verifying the answers presented to them by the direct method, not by undertaking the actual inverse calculation. Participants responded to an online test containing equivalent multiple-choice and constructed-response items in two reversible algebraic techniques: factor/expand and solve/verify. The findings supported this hypothesis: Overall scores were higher in the multiple-choice condition compared to the constructed-response condition, but this advantage was significantly greater for items concerning the inverse direction of reversible processes compared to those involving direct processes. 相似文献
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In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction–integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format. 相似文献
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Liampa Vasiliki Malandrakis George N. Papadopoulou Penelope Pnevmatikos Dimitrios 《Research in Science Education》2019,49(3):711-736
Research in Science Education - This study focused on the development and validation of a three-tier multiple-choice diagnostic instrument about the ecological footprint. Each question in the... 相似文献
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RONALD P. CARVER 《Journal of Educational Measurement》1970,7(3):141-150
A new type of test item was developed which required Ss to recognize groups of words, i.e., chunks, whose meaning had been changed from that in the original reading or listening passage. In one study involving 52 Ss and 20 test variables, individual differences on the chunked reading test were found to correlate .68 with a multiple-choice alternate form. In another study, the decrease in listening comprehension due to increased speech rate as measured by the chunked items was roughly parallel to the decrease as measured by the multiple-choice questions. These data were interpreted as providing evidence for the validity of the chunked items as measures of comprehension. However, other results suggested that the chunked items may be less dependent upon grammatical and vocabulary knowledge and more sensitive to within individual changes in comprehension as compared to the traditional multiple-choice question. 相似文献
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Kyle Potter Lawrence Lewandowski Laura Spenceley 《Assessment & Evaluation in Higher Education》2016,41(7):996-1007
Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation. 相似文献
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One of the benefits claimed for computer-based assessment is that it can improve student performance in summative assessments. During the introduction of computer-based assessment in a first-year module on numeracy and statistics in Biology, online assessment was used to replace OMR-marked multiple-choice tests. Analysis of student results after the first year (Ricketts & Wilks, 2001) showed that students using online assessment did not perform as well as those using OMR-marked multiple-choice questions. The difference in performance could not be attributed to a weaker student cohort. In the second year student performance improved dramatically when they were not required to scroll through the question paper. Our results suggest that students may be disadvantaged by the introduction of online assessment, unless care is taken with the student-assessment interface. 相似文献
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Parker JM Anderson CW Heidemann M Merrill J Merritt B Richmond G Urban-Lurain M 《CBE life sciences education》2012,11(1):47-57
We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed. 相似文献