量子几何光学中光线的形象     

聂云 《陕西理工学院学报(社会科学版)》1996,(3)

经典几何光学与经典力学的相似性，使哈密顿光学应运而生．光学共轭矩与量子力学共轭矩的相似性，使光线光学的量子化理论得以建立，从而形成光线力学的理论体系，“经典光线”的模型于是被波粒二象性的现代光线形象所替代．  相似文献   

大学生创新基地建设与运行机制研究与探索     

刘允  陈小惠 《实验技术与管理》2012,29(12)

创新基地是组织和引导学生开展创新活动的重要平台,介绍了南京邮电大学创新基地的建设实践,包括创新基地建设与管理的指导思想、政策保障、考核指标、经费筹集、创新成效等方面的措施与经验.实践证明,创新基地活动的开展,极大地提高了学生学习的主动性,激发了学生的创新思想,有利于培养学生的团队合作精神,是培养创新能力强的优秀学生的重要基地.  相似文献   

论课堂观察LICC范式:一种专业的听评课     

崔允漷 《教育研究》2012,(5):79-83

传统的听评课存在听课无合作、评课无依据、听评课无研究的症状,体现了专业性的丧失。课堂观察LICC范式从当前作为一种课堂研究的听评课存在的问题出发,坚持科学实用主义,通过对课堂的解构,倡导教师组建不同的合作体,采用类似科学观察的方法,研究课堂教学的有效性问题。该范式在丰富课堂知识、改善学生课堂学习、促进教师专业发展的同时,在可靠性方面还存在一定问题。  相似文献   

建立“师生互信、自主激励”的课堂教学情境——对高校“组织市场营销”课堂教学的思考     

成韵  吴世军 《教育与教学研究》2012,(8):16-19

随着信息技术的飞速发展和学生心智的日益成熟,"亲其师,信其道"、建立和谐师生关系、激励学生自主学习,是决定课堂教学质量、影响教学任务完成的重要因素,是摆在高校教师面前的重要课题。以"组织市场营销"课堂教学情境为例,教师要在情境认知学习理论和自主学习理论基础上,构建"师生互信、自主激励"的课堂教学情境——师生互信是基础、教师课堂激励是手段、学生自主学习是目的,通过尊重、赏识、关爱,激发学生自主学习的热情和能力。  相似文献   

单点流速仪空间坐标定位及数据管理     

陈红  唐立模  房世龙  路云 《实验室研究与探索》2012,31(9):11-13,21

为实现单点流速仪空间坐标定位,开发了自动跟踪坐标位移系统,包括单元机、步进电机、驱动器、坐标架和数据管理系统.系统分为手动和计算机控制两种工作方式,计算机控制时,直接输入水平和垂直方向的相对位移量,实现单点定位;也可对空间坐标进行网格剖分,再依次自动运行至相应坐标点,实现多点跟踪定位,定位精度0.01 mm.基于Access数据库对流速和相应的坐标数据进行管理,并图形化显示流速矢量,直观地反映出水流结构.系统整合了单点流速仪的坐标定位、数据测量、数据分析和图形化显示,使实验过程更加系统化和信息化,提高了单点流速仪的测量精度和实验效率.  相似文献   

编队防空武器毁伤效果评估模型     

粘松雷  林云  陈榕 《实验室研究与探索》2012,31(4):27-30

有效评测目标被毁伤情况,需要借助大量不确定性的目标特征信息。如何融合处理这些不确定信息,是对敌目标被毁伤情况进行评估的关键技术难点。对空袭目标的所有毁伤属性信息的一个综合评判,实际是一个决策层的融合过程。通过实时监控防空武器的毁伤效果,如果目标被击毁,就停止对目标进行抗击,重新选择抗击目标;当目标未被击毁时,就应协同相关系统对传感器资源、武器资源进行再分配,组织实施对同一目标的再次抗击。在对防空武器毁伤效果评估影响因素分析的基础上,建立了基于D-S证据理论的编队防空武器毁伤效果评估模型。  相似文献   

高校实验室设备全生命周期管理模型构建   总被引：4，自引：0，他引：4  

赖芸  卢晨 《实验室研究与探索》2012,31(2):192-194

以高校仪器设备为研究对象,提出了设备全生命周期管理的新理念,将设备的全生命周期管理分为设备的前期管理、设备的中期管理、设备使用期的管理、设备的后期管理四个阶段,涵盖了从设备的规划、论证、招投标、选型、谈判签订合同、采购、建帐、使用直到设备折旧后淘汰或报废的整个过程中对设备实施的全面合理的管理。阐述了设备全生命周期的必要性和意义,从三个方面分别构建了设备全生命周期管理的职能模型、概念模型、数据模型,提出了设备全生命周期管理的具体措施。  相似文献   

基于协作文化视阈下的高校实验教学团队建设     

柯红岩  李帅  刘云  钱大益  杨超华 《实验室研究与探索》2012,31(4):144-147

加强本科教学团队建设,建立有效的团队合作机制,是教育部近年来启动的"高等学校本科教学质量与教学改革工程"的重要内容之一。以协作文化的视角,通过对实验教学团队的文化取向的论述,反思协作文化的构建,最终对高校实验教学团队构建对策予以初步的探讨。  相似文献   

Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools     

Fuk-chuen Ho  Linda Siegel 《Reading and writing》2012,25(7):1547-1571

This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly.  相似文献   

The effects of POWERSOURCE© assessments on middle-school students’ math performance     

Julia C. Phelan  Kilchan Choi  David Niemi  Terry P. Vendlinski  Eva L. Baker  Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230

This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.  相似文献