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本刊于2013年第10期上刊登的“对一道小球抛落阶梯的例题质疑”,指出2010年第4期的“刍议物理习题的教育功能”中的例题的解法不够严密,并提出修正的做法.笔者提出另种解法,避免复杂分析过程,请同行指正.原题：如图1所示,小球从楼梯上以2 m/s的速度水平抛出,所有台阶的高度和宽度均为0.25 m,取g=10 m/s2,小球抛出后首先落到的台阶是（A）第1级台阶.（B）第2级台阶.（C）第3级台阶.（D）第4级台阶.原题解析：设小球从楼梯上以2 m/s2的速度水平抛出将落在第n级台阶上,每级台阶高度和宽度均为L=0.25m,则小球下降的高度为h=nL. 相似文献
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创设情景提高“问题解决”能力○胡松林（上海市实验小学小学中年级学生学习了整数乘除法应用题后,笔者曾用两道应用题对一千多名学生进行测试,题目如下：（１）一个人３分钟走６０级台阶,照这样速度,５分钟走多少级台阶？（２）一幢房子从一楼到三楼共有３０级台阶（... 相似文献
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浅谈实验探究台阶的设置江苏省宜兴市官林中学（２１４２５１）赵国平化学知识点好比一块块形状各异的砖石，只有将它们进行精雕细琢，有序构筑成为学生登攀捷径上的一级级台阶，方能取得理想的教学效果．化学实验内容则是基础台阶．化学实验有助于培养学生实事求是的科学... 相似文献
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【热门试题】 1．有风从校园吹过 2．站在第九级台阶上 3．跨越 4．＿＿的“新闻人物” 5．从＿＿到＿＿ 6．有人说:初三如五味 瓶,酸甜苦辣咸,样样俱全; 有人说:初三如七色光,赤橙 黄绿青蓝紫,色彩斑斓;也有 人说,初三是一条遍布荆棘 的路;初三是一座难以跨越 相似文献
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赵俊 《数理天地(初中版)》2013,(4):44-44
题 某商场有自动扶梯,某顾客沿开动上行的自动扶梯走上楼时走了16级台阶,当他以同样的速度（相对电梯）沿开动上行的自动扶梯走下楼时走了48级台阶,则该自动扶梯台阶的级数为（ ） 相似文献
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例1 某旅游景区上山的一条小路上，有一些断断续续的台阶．图1是其中甲、乙两段台阶路的示意图．图中数字表示每个台阶的高度（单位：cm），请你用所学过的有关统计知识（平均数、方差、极差等）回答问题．
（1）两段台阶路有哪些相同点和不同点？
（2）哪段台阶走起来更舒服？为什么？
（3）为方便旅客行走，需要重新整修上山的小路．对于这两段台阶路，在台阶数不变的情况下，请你提出合理的整修建议． 相似文献
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中英植物在表达文化内涵方面有许多差异.这些差异反映了英汉两种文化在自然环境、文化背景、宗教信仰及审美观念等方面的不同.了解这些有利于加强文化交流、消除误解,使人们相互更好地理解、沟通. 相似文献
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定语从句和同位语从句对于英语学习者而言是比较容易混淆和不容易掌握的语法现象,笔者根据教学中学生反馈的问题和经验总结,从两个方面就这两个从句进行对比论述,旨在抓住要害,辨清异同. 相似文献
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转型国家和地区的腐败与反腐败现象研究 总被引：1，自引：0，他引：1
季燕霞 《南通师范学院学报》2009,(5):43-49
腐败是一国政治、经济、文化、司法情况的侧面反映。俄罗斯、韩国、台湾等转型国家和地区民主政治发展中腐败放量增加,既有腐败的一般性原因,更有转型期制度约束缺失下政治分权导致腐败切入点分散化、政府主导型市场经济下权力设租和寻租恶性循环、传统政治道德体系解体下公职人员从政心理发生裂变等特定因素的推助。我们必须看到导致腐败的因素会随着问题被暴露以及社会寻求完善的民主与法制而发生改变,民众的民主监督技能也会因民主的教育而大大提高。对于转型国家和地区民主化发展中不断上演的政治腐败和社会动乱,我们不能在一种幸灾乐祸的心态下固步自封,停止民主政治发展的探索,更不能背离民主。需要借鉴当代民主理论的研究成果和民主实践的经验与教训,顺应本国的国情和社会发展的客观需垂正确制定未国臣章政治发展酌方略有莳揭制叔力腐败 相似文献
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论新形势下高校思想政治教育工作的创新 总被引：1，自引：0，他引：1
加强和改进高校思想政治教育工作,必须密切关注新形势下出现的新情况、新问题。创新是高校思想政治教育工作紧跟时代发展、增强实效性和针对性的必由之路。因此,我们必须认真研究,积极探索高校思想政治教育工作创新理论,做到理念创新、内容创新、途径创新和队伍建设的创新。 相似文献
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LYN TETT 《International Journal of Lifelong Education》2013,32(3):259-273
In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. 相似文献
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This study examined the expression of shame and pride in maltreated and nonmaltreated preschool children. 84 4–5-year-old children and their mothers participated in the study: 42 had a history of child maltreatment and 42 served as matched controls. Children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Maltreating mothers offered more negative feedback, particularly to their daughters, than nonmaltreating mothers. Maltreated girls showed more shame when they failed and less pride when they succeeded than nonmaltreated girls. The relation between differential socialization practices and the self-conscious emotions is explored as it relates to observed gender differences in emotionality and self-concept. 相似文献
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Cristina Iannelli 《牛津教育评论》2013,39(2):179-202
This paper examines trends in social class inequalities in young people’s educational attainment and HE entry between the mid‐1980s and the end of the 1990s in England and Scotland. Using time‐series data derived from the Scottish School Leavers Surveys and the England (and Wales) Youth Cohort Study, changes in both absolute and relative social class differences within and across the two countries were analysed through the use of a series of ordered logits. The results show that Scotland has higher educational attainment rates but also higher social class inequalities than England. Moreover, while in England social class inequalities at upper‐secondary and tertiary level have declined over time, in Scotland no evidence of such trend has been found. The conclusions highlight that possible explanations for these patterns reside in the different features of the two education systems and in the remarkable educational success of the Scottish middle class. 相似文献
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