衔接连贯理论与大学英语读写课程教学     

毛文静 《扬州大学学报(高教研究版)》2006,10(1):94-96

在大学英语读写课程教学中,分析语篇的衔接与连贯机制具有十分重要的意义。衔接与连贯理论的运用可以增强学生对英语篇章结构和内容的理解,提高其掌握和运用语言的能力,从而保证大学英语教学改革的顺利进行。  相似文献   

关于两光波干涉条件和相干度的讨论   总被引：2，自引：0，他引：2  

吴诗敏 《赣南师范学院学报》1996,(6)

本文从光矢量出发,推导了两光源发生干涉的条件.利用可见度和相干度的概念,讨论了干涉条件和相干度的关系,得到获得清晰干涉条纹的附加条件.  相似文献   

A Monte Carlo Model of Light Propagation in Nontransparent Tissue     

姚建铨  朱水泉  胡海峰  王瑞康 《天津大学学报(英文版)》2004,10(3)

Opticalcoherencetomography (OCT)wasorigi nallydevelopedforimagingintransparenttissue[1] .Since1 995 ,OCThasbeenadvancedtoimagefromophthal mologytonontransparenttissuewithahighimagingres olution[2 ,3 ] .OCTdemonstratesitsgreatestpotentialinsituationswhereconventionalbiopsyiseitherdangerousorineffective[4] .Becauseofthecomplexityofthelightpropagationinnontransparenttissue,theapplicationofOCTinhighlyscatteringbiologicaltissuesuchasskintis suearenotoptimistic.Yadlowsky[5] explainedthatmul tip…  相似文献   

话语连贯的结构与层次     

邹勇 《自贡师范高等专科学校学报》2007,22(2):80-84

话语中存在着连贯，这种连贯通过不同的衔接手段得以实现。着眼于会话中逻辑结构和层次联系分析是话语连贯的重要组成部分。本文拟从话语逻辑结构出发来描述功能和互动等话语连贯的深层结构。  相似文献   

Truth as Process     

Ian Winchester 《Interchange》2005,36(1-2):209-214

Although Whitehead himself, in Process and Reality, appears to maintain a correspondence theory of truth, at various points he also appears to hold that truth is a function of the process under consideration. This suggestion is considered and developed beyond Whitehead’s few examples. It is suggested that such a theory could be extended further and that it would be consistent with Whitehead’s natural philosophical tendency.  相似文献   

利用哈密顿方法研究四波混频的最大转换效率     

严祥安  蒋学芳 《渭南师范学院学报》2007,22(2):29-34

在∧型三能级原子系统中，利用Stark啁啾快速绝热通道（Stark chirp rapid adiabatic passage，SCRAP）技术控制基态和激发态之间的粒子布居转移，采用耦合波方程和哈密顿方法得到了三阶极化率与非线性转换系数的关系．结果表明，当基态和激发态上的布居相等时，四波混频转换效率最大．  相似文献   

Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy,the function of the reform,and curriculum coherence     

Janne Pietarinen  Kirsi Pyhältö  Tiina Soini 《Curriculum Journal》2017,28(1):22-40

The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown that a central determinant for the effectiveness of curriculum reform is the way in which the reform is implemented. Accordingly, implementing curriculum reform always entails translation of the new ideas into new educational practices, which involves complex sense-making processes from those involved. Altogether, 117 stakeholders accountable in constructing the national core curriculum in Finland completed a survey. The results showed that the effect of the implementation strategy for the perceived curriculum coherence was mediated by the perceived educational impact of the reform both for the school and society. The mediated interrelation between the top-down–bottom-up implementation strategy in the curriculum process, and the estimated coherence in the written core curriculum implies that the objects of the activities, namely elaborating and focusing on the educational impact of the decisions, is a crucial determinant for achieving curriculum coherence, and further, facilitating sustainable school development at the local level.  相似文献   

Providing vertical coherence in explanations and promoting reasoning across levels of biological organization when teaching evolution     

Janina Jördens  Roman Asshoff  Harald Kullmann 《International Journal of Science Education》2016,38(6):960-992

Students' explanations of biological phenomena are frequently characterized by disconnects between levels and confusion of levels. The purpose of this research is to investigate the effects of a hands-on lab activity that aims at fostering the ability to reason across levels. A total of 197 students (18 years of age) participated in a randomized, pre–post-test design study. Students in the experimental group engaged in a lab activity focused on artificial selection and designed to demonstrate how selection affects both phenotypes and genotypes. In contrast, the lab activity in the comparison group focused on phenotype alone. Data sources for the study included pre-tests of basic concepts in genetics and evolution and two post-test items requiring the students to reproduce and apply their knowledge about artificial selection. The findings indicated that the lab activity which allowed students to explore the interplay between different levels, provided vertical coherence and enhanced students’ ability to explain evolutionary change in both reproduction and transfer items. In contrast, the lab activity in the comparison group failed to do so, and most students did not improve their ability to explain evolutionary change. Implications for instruction and recommendations for further research are discussed in light of these findings.  相似文献   

Supporting learning with interactive multimedia through active integration of representations     

Daniel?BodemerEmail author  Rolf?Ploetzner  Katrin?Bruchmüller  Sonja?H?cker 《Instructional Science》2005,33(1):73-95

When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning.in final form: 16 November 2004  相似文献   

Introduction to the Special Issue on Teaching Inquiry (Part I): Illuminating Inquiry     

Brian P. Katz  Elizabeth Thoren 《PRIMUS》2017,27(1):1-7

Abstract

We provide an introduction to the special issue on Teaching Inquiry, through its motivation and themes. We focus here on Part I: Illuminating Inquiry.  相似文献