超流体和超导体研究——宏观尺度上的量子力学     

傅世平  王娇娜 《重庆职业技术学院学报》2004,13(2):56-59

2003年诺贝尔物理奖授予了俄罗斯的阿布里科索夫,俄罗斯的金兹布尔格和英国的利盖特,以表彰他们对超导体突破生研究的重要贡献.本文介绍了对超导体和超流体的研究和三位科学家的杰出贡献.  相似文献   

Windows Server 2003下软RAID实现高校图书馆数据安全保护     

李娜  刘洪志 《中国校外教育(理论)》2008,(9)

保证高校图书馆核心数据安全是数据库管理中最重要的工作.作者结合工作实际,系统论述在Windows Server 2003下如何利用软RAID实现高校图书馆核心数据安全保护.  相似文献   

基于B/S的高校动态网站的设计与实现     

支丽平 《安阳师范学院学报》2007,(2):58-61

以一具体的高校动态网站的规划与建设为例,运用ASP编程技术和Microsoft Access 2003数据库技术,以Windows 2000 Server or windows 2000 Advanced Server为运行平台,介绍了高校动态网站在日常管理工作中所发挥的巨大作用。包括学院信息自动发布系统,院系管理系统,学生成绩管理系统,电子公告板系统,用户注册模块,用户调查系统。针对当前多数高校的校园网建设,提出了加强“动态交互能力”以提高网站的应用效率的新思路。  相似文献   

中国大学制度变革:新制度主义社会学分析--以2003年北大教师聘任和职务晋升制度改革为案例   总被引：2，自引：0，他引：2  

罗燕  叶赋桂 《复旦教育论坛》2005,3(6):46-50,64

本研究以2003年北大教师聘任和职务晋升制度改革为案例，以新制度主义社会学的制度构建理论为分析框架，揭示了我国大学制度变革过程中所呈现出的利益冲突和制度困境，并得出结论：2003年的北大改革虽然是一次不完全的制度变迁，却是中国大学自主权运动的一次重要突破。  相似文献   

人教版SEFC(2003) Integrating skills部分教学问题的调查研究     

LUO Xiao-jie 《课程.教材.教法》2008,(10)

通过采用问卷调查和跟踪访谈的研究方法,对人教版(PEP)SEFC(2003)教材实施以来Integrating skills部分教学问题及其原因进行深入调查发现:高中英语教师对Integrating skills部分读写关系理解存在偏差,读写关系处理失当,读写技能综合教学设计能力欠缺。其主要原因是教师对Integrating skills部分教材的编写意图把握不准;对阅读教学类型选择有误;对读写技能综合教学类型未加区分。  相似文献   

教育改革浪潮中的"指南针"——美国TIMSS研究的特点和影响分析     

赵中建  黄丹凤 《比较教育研究》2008,30(2):1-6

在众多的参与国中,美国对所收集的TIMSS各类信息进行了较为深入的研究,对国家教育政策的走向也产生了深远的影响。本文首先总结了美国TIMSS研究在研究对象、研究内容以及宣传手段方面所存在的特点,在此基础之上就TIMSS研究对美国教育所产生的影响进行了考察,从联邦和地方的教育改革、新型研究方法—录像带研究、联邦教育权力的扩张、教育意识从个性主义向标准化的转变四个层面进行了分析。  相似文献   

Development of School Achievement in the Nordic Countries During Half a Century     

Jan-Eric Gustafsson  Sigrid Blömeke 《Scandinavian Journal of Educational Research》2018,62(3):386-406

The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries.  相似文献   

Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance     

Stefan Johansson  Rolf Strietholt 《比较教育学》2019,55(4):536-556

ABSTRACT

With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement.  相似文献   

Why Students Answer TIMSS Science Test Items the Way They Do     

Harlow  Ann  Jones  Alister 《Research in Science Education》2004,34(2):221-238

The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.  相似文献   

Parental cultural capital and student school performance in mathematics and science across nations     

Haigen Huang  Guodong Liang 《The Journal of educational research》2016,109(3):286-295

The authors' purpose was to examine the relationship between three forms of cultural capital—the embodied, the objectified, and the institutionalized—and student performance in mathematics and science. Their analysis of Trends in International Mathematics and Science Study 2011 data from 32 countries and regions revealed that parental expectation (the embodied cultural capital) had the strongest association with student performance. Parental education (the institutionalized cultural capital) and book possession (the objectified cultural capital) were also significant, with some exceptions. However, their relationship with student performance was relatively weaker. This suggested that the significant relationship between cultural capital and student performance holds in the 32 countries included in the sample, about 4 decades after Bourdieu first introduced the concept (i.e., students with higher parental cultural capital are more likely to perform better in mathematics and science).  相似文献