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1.
考虑一类耦合非线性Choquard方程组正规化解的存在性.在p取不同范围下，利用变分法，通过对能量泛函极小问题的讨论，得到方程组次临界、临界和超临界正规化解的存在性.该结果发展和推广了相关文献的结果. 相似文献
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首先推出了二粒子～Boltzmann方程组的线性化方程组,其次利用线性化Boltzmann方程组的积分算子的特征值,特征函数求出了线性化二粒子～Boltzmann方程组积分算子的特征值,特征函数. 相似文献
6.
渤海风 《中学数学教学参考》2007,(12):44
图1是按一定规律排列的方程组集合和它们的解的集合的对应关系图,若方程组集合中的方程组自左到右依次记作方程组1、方程组2、方程组3、……方程组n． 相似文献
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如何加深对麦克斯韦方程组的理解 总被引：1，自引：0，他引：1
麦克斯韦方程组是电磁理论的核心方程组.通过对麦克斯韦方程组的来历、内容、物理含义以及在不同的电磁环境诸如静电场、静磁场、自由空间、辐射场等的不同形式的讨论,加深了我们对麦氏方程组的了解. 相似文献
8.
张立界 《数理化学习(初中版)》2002,(6)
解方程组的方法,教材仅介绍了代入消元法和加减消元法.这两种方法对于一般的题来说,很实用,但对于特殊的方程,解起来就比较麻烦了.下面介绍几种特殊的解方程组的方法. 一、设参数法例1 解方程组分析:解此类方程组,一般是先转化为常见的由两个方程组组成的方程组,然后再化简解 相似文献
9.
刘宇弦 《南昌教育学院学报》2013,(3)
退化椭圆方程组与一些连续导体介质的物理问题有关,近年来越来越多的学者开始研究退化椭圆方程组的多解性。在有界区域上研究一类带有非线性项的退化椭圆方程组,运用变分方法得到该方程组的无穷多解。 相似文献
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思维的批判性是人的思维方式的一项重要品质,它在人类自由的精神生产中形成了思想文化的批判传统,并不断拓展运用领域,提升批判水平。批判性思维这一称谓涵盖了包括思维的批判性在内的众多思维品质,"评判准则+思维方式"构成了现实的批判性思维活动,不同领域的批判有各自不同的批判逻辑。批判性思维教育是训练人的思维方式、培养人的思维品质的教育。大学开展批判性思维教育,要为培养思维的批判性品质创造良好的教育环境,处理好批判性思维教育与价值观教育的关系,加强关于批判性思维的逻辑研究。 相似文献
12.
批判性思维培养对大学生的创新精神和创造力发展具有十分重要的作用,而对批判性思维能力的评价是培养过程中的一个重要环节。通过采用"加利福尼亚批判性思维倾向测量表"和"加利福尼亚批判性思维技能测试"对一所"双一流"建设高校不同年级学生进行批判性思维能力的调查评价,发现学生广泛具有良好甚至较强的批判性思维技能,但有超过26%的受调查学生不具备批判性思维倾向或气质。因此,建设"双一流"高校在培养大学生批判性思维能力,尤其是批判性思维倾向方面还有较大的提升空间。据此提出培养大学生批判性思维能力的策略和建议。 相似文献
13.
Stephen Fleury 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):71-91
In his proposal for a social studies both more critical and more participatory, Neumann's (2008) politically adaptive strategy of invoking standards for critical thinking poses troubling concerns for democratic-minded educators familiar with the trajectory of reforms. Neumann's outright dismissal of critical pedagogy ironically underscores how the political nature of educational knowledge itself mitigates the possibility of a more critical orientation. A reexamination of the Dewey-Lippmann debates points to the pivotal roles of dissent, dialogue and critical agency in democracy, and to the conclusion that, despite recent criticisms, critical pedagogy represented by Freire best meets Neumann's goal of a more “holistic approach to democratic health” (332). 相似文献
14.
Keiichi Kobayashi 《教育心理学》2007,27(3):363-375
This study examined the influence of critical reading orientation on use of external strategies such as note‐taking and underlining while reading an expository text. In two experiments, undergraduate students were asked either to review an article on a linguistic policy (critical reading) or to summarise it (less‐critical reading). Experiment 1 indicated that, when permitted to do so, the majority of students used note‐taking and/or underlining strategies for critical reading as well as for less‐critical reading. In Experiment 2, an analysis of think‐aloud protocols, notes, and underlines revealed that critical readers produced more critical notes/underlines and fewer summary notes than did less‐critical readers. Also, critical readers substantially increased their production of critical notes/underlines over the course of reading and decreased highlightings, whereas less‐critical readers increased summary notes and decreased highlightings. 相似文献
15.
Jing Qi 《Asia-Pacific Journal of Teacher Education》2014,42(4):379-391
This paper offers a conceptual basis for refashioning the formulation of critical teacher education. It argues that current critical teacher education is uncritically constructed upon key theoretical departures from critical theories. Drawing on Boltanski’s critique of critical theories, the paper examines the ways these theoretical departures limit the structure of critique and therefore impede critical teacher education in its effort to empower educational actors, including students. Specifically, it analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. This paper introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors. 相似文献
16.
Ernest T. Pascarella Louise Bohr Amaury Nora Patrick T. Terenzini 《Research in higher education》1996,37(2):159-174
This study investigated the influence on critical thinking of differential exposure to postsecondary education. The sample was 2,076 first-year students attending 13 four-year and 4 two-year institutions from around the country. First-year students attending college full-time developed a higher level of critical thinking skills than those attending part-time. In the presence of controls for precollege critical thinking and academic motivation, the average critical thinking of first-year students at the institution attended, gender, race, age, and kinds of courses taken, the number of semester hours for which the student was enrolled had modest but significant positive effects on end-of-first-year critical thinking for both the two- and four-year college samples. In the two-year, but not the four-year, sample the relationship between semester hours and critical thinking deviated significantly from linearity. Students attending a two-year college full-time still derived the largest critical thinking benefits. However, the lowest levels of critical thinking accrued to those enrolled between 7 and 20 semester hours. Students enrolled for 6 or less hours actually had somewhat higher end-of-first-year critical thinking. 相似文献
17.
吴格明 《课程.教材.教法》2009,(2)
批判性思维是一种反思和质疑的方法和精神气质,是和谐社会民主精神、科学态度和创新意识的基础或必要条件。批判性思维素质的培养是造就优秀公民的最好教育。"批判性思维"已经成为美国教育改革的核心概念。语文课程对于批判性思维的培养具有得天独厚的条件。批判性思维素养应当成为语文课程的重要目标。语文课程标准涉及批判性思维是了不起的进步。但在语文课程改革的实践研究和学术讨论中,批判性思维几乎是一个盲点。这与对课程改革之前语文教学主要弊端的认识偏颇有关,与我们民族文化中理性精神积淀相对匮乏的文化特征有关,也与对人文、创新的误解有关。 相似文献
18.
This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.
相似文献19.
论高等教育全球化的指标体系 总被引：1，自引：0，他引：1
高等教育从国际化到全球化是一个过程,是一个渐进、量变的过程,更是一个量变引起质变的过程。高等教育由国际化演变为全球化的"度"可以从三个方面考察:一是高等教育从国际化到全球化的组织临界标准,即高等教育市场全球化指标;二是高等教育从国际化到全球化的留学生临界标准,即留学生市场全球化指标;三是高等教育认证从国际化到全球化的临界标准,即高等教育质量全球化指标。 相似文献
20.
The purpose of this paper is to provide a theoretical critique of traditional pedagogical approaches used in the field of human movement studies. An argument is presented for an approach that will allow for the development of a conscious, critical praxis for those in programs and professions in the field. Through the suggested approach, students will be assisted in their development as critical, philosophically sound thinkers, and decision makers. An emergent approach—based upon the use of critical sensitive, critical feminist, and student-centered pedagogical principles that will allow for a cross-disciplinary strategy for informing and developing students in the realm of human movement studies and its allied professions-is presented. 相似文献