数学教学好帮手——Z+Z智能教育平台之超级画板   总被引：1，自引：0，他引：1  

徐素霞  徐丽芬 《现代教育技术》2006,16(5):65-69

Z+Z智能教育平台之超级画板是为中小学数学教育量身定做的一套软件。它具有专业化、智能性和知识性等特点,使用方便、功能强大,是数学教学的好帮手。本文结合一些教学实例,阐述了超级画板在教学中的优势,并指出如何将超级画板整合到数学教学中。  相似文献   

杨振鸿与辛亥永昌起义     

刘治生 《保山师专学报》2004,23(1):41-44

以震惊滇中的辛亥永昌起义首倡人物杨振鸿生平经历,展示出辛亥永昌起义艰难险阻的战斗历程.  相似文献   

L’encadrement pédagogique et disciplinaire dans les collèges d’humanités en France du XVIe au XVIIIe siècle     

《Paedagogica Historica: International Journal of the History of Education》2012,48(3):243-262

Every day, both the boarders and day‐pupils of the collèges d’humanités spent twice or three times as much time in breaks, study periods and meals as in class. However, although these hours occupied a major place in the lives of these adolescents, they have been much less studied than the teaching dispensed by the teacher, which is considered to be the core of the pedagogic activity. This article therefore endeavours to analyse the way in which pupils were supervised and to determine their out‐of‐class activities. In the most ancient forms of the collège d’humanités, the supervision of pupils outside class corresponded neither to specific personnel nor to specific places. In the early sixteenth century, this work was often undertaken by the régents d’humanités (teachers) themselves, by other pupils (in an activity resembling a form of tutoring), or by a preceptor or tutor. The Jesuits seem to have been the inventors of a new actor in the world of education, the dormitory master or préfet de chambre (praefectus cubiculi), who accompanied the pupils throughout the day and ensured that they worked during the study periods. As early as 1565, in the Parisian Clermont college, the boarders were thus organised into groups of 15 or 20 per dormitory under the authority of a Jesuit. The recourse to these masters spread not only among the Jesuits but also to the Oratorians; to the former medieval colleges which were vigorous enough to modernise; or to the newly founded colleges (as the Mazarin college which opened in Paris in 1688). The pupils who did not live in the colleges (the majority) enrolled in the private boarding establishments near the colleges. These boarding establishments did not merely accommodate the boarders but also catered for genuine non‐residents, who lived with their families and had recourse to them solely for the services of lesson repetition. These masters were in every case defined by their double role of permanent overseers of the boarders and pedagogues in charge of the study periods. They most closely shared the lives of the pupils. They therefore represented a key figure in the years of learning of these young people. This omnipresence covered a double necessity: the educational care of the children, assuming the role of a parental substitute, and the continuous supervision of a community of male adolescents aged from 10 to 20. The fear of misbehaviour, disorder and fighting as well as the attention paid to clothing or appearance appeared constantly in the instructions given to the supervising tutors. Above all, their pedagogic role consisted in ensuring that the personal work given by the teacher was actually done by the pupils. However, they were sometimes entrusted with certain aspects of learning, such as the preparation of text commentaries or the teaching of subjects which were not dealt with in class (history, geography or heraldry). In their organisation, the study periods resembled what happened in class more and more. This article therefore highlights the systematic presence of a means of supervising college pupils outside class and the role played by the supervising tutors in the education of these young people. It also demonstrates the central nature of this supervision in classical education. Contrary to the adult viewpoint (expressed by historians or contemporary witnesses), which is more preoccupied with educational theories than practical implementation, this importance is widely recognised in the memoirs which give the pupil’s point of view and invite us to turn our entire attention to this aspect of the lives of the college pupils.  相似文献   

Updating formulae for the sample covariance and correlation     

Kevin Hayes 《Teaching Statistics》2012,34(2):65-67

This article provides an easy derivation of updating formulae for the sample covariance and, by extension, for the Pearson product–moment correlation coefficient.  相似文献   

贵州省基础教育信息化现状分析及对策     

张传军  汪际 《贵州教育学院学报》2014,(6):77-80

通过调查分析得出近些年贵州大力建设基础教育硬件设施,但优质的课程资源和软件设施匮乏,教学质量不高。要想提升基础教育的教学质量,建立现代化的教育体系,应当以课程改革为载体,提高教师的教育信息技术能力为路径,建立优秀的各个学科教育平台和进行教师培训为方法。可以效仿发达地区的成功做法,首先立足贵阳市,在贵阳市选择学校进行试点。以此来找出快速提升我省中小学教学质量的方法和路径,进而推及全省。  相似文献   

Concerning Descriptive Standards: A Partnership Between Public Archives and Private Collections in Geneva,Switzerland     

《Journal Of Archival Organization》2013,11(2-3):125-138

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Tracking Vendor Response to Library Concerns: The Case of an SFX Installation at Idaho State University     

Regina Koury 《期刊图书馆员》2013,64(2):142-154

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中国石斛属一新种     

金效华  张玉武  肖丽萍 《中国科学院研究生院学报》2001,39(3):269-271

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一类平面五次Hamilton向量场的全局相图     

李艳梅  刘正荣 《楚雄师范学院学报》2000,(3)

本文利用微分方程定性理论 ,讨论了一类具有Z2 -等变性质的平面五次Hamilton向量场的全局性质 ,得到了其全局相图  相似文献   

欧美国家联合目录的进展与我国虚拟联合目录的发展思路   总被引：4，自引：0，他引：4  

卢共平  汪善建 《图书情报工作》2002,46(10):84-87

介绍欧美国家联合目录的发展概况,尤其是集中式联机联合目录和分布式虚拟联合目录的最新进展,并提出我国虚拟联合目录的发展思路。  相似文献