国外环境扫描理论与应用研究综述   总被引：1，自引：1，他引：0  

张丽华  曲建升  李延梅 《图书情报工作》2011,55(18):49-52

首先从环境扫描的内涵、方法与数据来源三方面对环境扫描进行理论综述,其次对环境扫描在企业、图书馆、政府与其他领域的应用实践进行概括总结,最后根据对环境扫描及其应用实践的分析,提出环境扫描实施的几点启示。  相似文献   

“创意学”课程本科教学方法的探索     

王箫音 《科教文汇》2013,(9):75-76

本文围绕创意学课程的教学,探索教师和学生之间最有效的教学沟通方式,建立创意学为主导的开放式创新教学体系。作者通过对创意学课程教学中所面临的问题的反思,根据动画专业的性质和学生特点,对教学方法探索和创新。比如,案例教学法、思维引导法、即兴互动法、Web反馈法等。  相似文献   

思想品德“高效课堂”教学反思     

齐红卫 《科教文汇》2013,(9):155-156

"高效课堂"是采用"先学后导、自主合作、问题评价"的教学模式,在老师的引导下,通过学生自主学习、小组合作、展示交流等教学手段,引发学生浓厚的兴趣,促使师生、生生多维互动,使学生获取知识,启发思维、增长能力,从而提高课堂教学效果。  相似文献   

基于PBL教学法的文献检索课教学改革的探讨     

王春晓  吴兆根 《中国教育技术装备》2012,(36):103-105

阐述高校文献检索课的重要性以及传统文献检索课的不足,对基于PBL教学法进行文献检索课的教学改革展开探讨,指出在文献检索课中引入PBL教学法有利于提高学生解决实际问题的能力,同时也指出引入PBL教学法的两个关键点。  相似文献   

新编古籍目录体系中的佛寺志归类研究     

黄建年  陶茂芹 《图书情报知识》2012,(5):82-88

佛寺志是一种特殊类型的地方志,具有重要的历史与文化价值,近年来得到了更多的重视。在新编普通古籍目录与方志目录体系中,佛寺志的归类不尽相同。佛寺志为其中大多数目录收录,且归属于史部地理类专志。一半以上的目录在其专志类目下为佛寺志设置寺观专类。  相似文献   

带有非线性电感的Boost变换器研究          下载免费PDF全文

刘冬梅  方小坤  吴蕴韬 《扬州职业大学学报》2022,(1):40-44

以电流型非线性电感Boost 变换器为研究对象,针对非线性电感的磁能损耗特性问题,利用非线性电感值跟随开关状态不同而变化的现象,分析非线性电感电流路径与特定斜率斜坡补偿的数学关系,提出了非线性磁芯电感值与磁滞回线关系的数据模型,代入到Boost变换器的开关状态方程中,经过MATLAB数值方法仿真与电路制作实验验证,结果表明,非线性电感对Boost变换器稳定性产生重要影响,且非线性电感和斜坡补偿方法对变换器的影响是相同的。  相似文献   

江苏农村厨余垃圾资源化处理模式研究          下载免费PDF全文

邱小燕  刘海春  腾雅琪  苏艳 《扬州职业大学学报》2022,(2):36-41

通过调查江苏省三个典型区域的乡镇生活垃圾转运站的转运量及物理组成,估算出全省农村厨余垃圾产生量,发现厨余垃圾与其他垃圾混合收集后焚烧处理,存在渗滤液、二次污染、转运及处理成本高等问题。对比了厌氧发酵、好氧堆肥、饲料化三种厨余垃圾资源化处理技术的主要运行参数、经济成本及适宜场景等特点,提出在充分调查研究的基础上,应结合地方自然条件、经济状况、人口密度、农业结构、运行维护水平等关键因素,选择厨余垃圾资源化处理模式。  相似文献   

Book reviews     

Otto Völcker  E. J. King  T. L. Jarman  M. J. Langeveld  James L. Henderson  Fritz Bohnsack  C. K. Oberholzer  Charles Lang  Joseph S. Roucek  Unesco/BIE 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(1):70-83

  相似文献   

“Different than Us”: Othering,Orientalism, and US middle school students' discourses on Japan   总被引：1，自引：0，他引：1  

Hiromitsu Inokuchi & Yoshiko Nozaki 《Asia Pacific Journal of Education》2005,25(1):61-74

This study critically examines the discourses of Japan as employed by young people in the United States. In particular, it analyses the free writings of US middle school students that were collected at three schools with different community environments (rural, urban, and suburban). The study identifies the features and styles of the discourse(s) that occur in the students' writings, examines the ways the discourse of Othering and Orientalism operate in these texts, and explores the specificity of contemporary American identity formation in relation to the imaginary boundary between Japan (“them”) and the United States (“us”).  相似文献   

Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction     

Aiso?HeinzeEmail authorView author&#;s OrcID profile  Julia?Arend  Meike?Gruessing  Frank?Lipowsky 《Instructional Science》2018,46(6):869-891

The adaptive use of strategies, that is selecting a strategy which allows an efficient solution for a given problem, can be considered as an important individual ability relevant in various domains. Based on models of subjects’ skills of adaptive use of strategies, two idealized instructional approaches are suggested to foster students in their strategy development. The explicit approach aims at reducing cognitive load by demonstrating and practicing strategies combined with an explicit identification of criteria for strategy efficiency by contrasting problem solutions. The implicit approach capitalizes on the generation effect and stimulates students to generate their own strategies and efficiency criteria based on the analysis of task characteristics and the comparison of problem solutions. In a 1-week experimental study (16 lessons) with 73 third-graders, we examined the effectiveness of these instructional approaches in the domain of multi-digit addition and subtraction. Results from post- and two follow-up tests after 3 and 8?months did not yield different effects of the two approaches on students’ skills in adaptive use of strategies. A comparison of strategies used by the students showed that the students of the explicit approach more frequently applied complex strategies whereas the students from the implicit approach showed a more sustainable use of self-generated strategies. Hence, for the adaptive use of those strategies students are able to generate, the implicit approach turned out to be more effective than the explicit approach. However, this generation effect does not hold for strategies which are too complex to be generated by students.  相似文献