关于场效应管反型层与预夹断的教学方法     

黄国祥 《黄冈职业技术学院学报》2007,9(3):78-79

本文就场效应管在教学中执行不到位,学生对其掌握不牢的现状,提出了教学中应解决好沟道、夹断等基本问题,有利于学生自学,从而较好地掌握场效应管的基本知识。  相似文献   

工作机械相对振动的研究     

顾熙棠 《宁波大学学报(教育科学版)》1988,(1)

本文对工作机械的相对振动进行了理论和实验研究。分析了相对振动的激励和合成原理,提出了工件和工具同相振动和异相振动、同相域以及相对振动放大因子等概念。在此基础上指出了减小相对振动的途径,以作为设计和改造工作机械的参考。  相似文献   

Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education   总被引：1，自引：0，他引：1  

Haim Eshach 《Journal of Science Education and Technology》2007,16(2):171-190

The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal, and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students, and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit the great potential that scientific field trips may offer. This paper appears as a chapter in: Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools, Netherlands: Springer.  相似文献   

诗歌中的"场"与"混化"     

黄树红  翟大炳 《广东教育学院学报》2005,25(4):39-41

诗的神奇魅力在于“场”效应和“混化”效应,这里所说的“场”,就是对审美主体、审美客体和时空环境三者互动的整体把握。这种“整体把握”,又叫“混化”。三者的相互渗透,能使诗句产生“易染性”,哪怕是熟语套话．甚至枯燥的数字,在整体中,也会受感染而有了诗意,产生魅力。这种“场效应”和“混化效应”,在古文论中谓之“气”,有了“气”,诗就会被激“活”。  相似文献   

中学电磁学知识点与大学电磁学部分理论的对比     

吴英 《喀什师范学院学报》2012,33(6):65-68

对大学物理和中学物理中的磁现象和磁场部分的比较和衔接是相当重要的,通过这种对比和衔接,期望对中学电磁学知识和大学电磁学理论的教学有所借鉴和帮助.  相似文献   

透过第30届奥运会田径奖牌演变看中国竞技田径的走势     

张庆飞 《四川职业技术学院学报》2012,22(5):164-166

本文运用文献资料、数理统计、归纳总结等方法,通过对第30届奥运会田径比赛奖牌分布的归纳分析及与第28、29届奥运会田径比赛奖牌分布情况的比较,以及我国田径项目所取得的成绩分析,总结我国竞技田径的发展态势。  相似文献   

理据的场约束及系统运筹——以交通乘用概念的理据为例     

马清华  滕心怡 《暨南大学华文学院学报》2012,(2):56-66

本文以交通乘用概念的理据为例,通过多种语言的泛时对比和汉语历时、共时比较,归纳出该概念各种可能理据的集合,比较了它们跟其知识场各常识构件间的匹配关系等．由此进一步证明了马清华（2010,2011）就理据问题提出的场约束原理。但可能的理据并不能自然实现为现实的理据,本文继而以汉语为单一分析材料,通过对其乘用概念的理据运筹活动的详细论证,表明可能的理据能否成功实现为现实理据（即语言对概念表达策略的选择）,取决于言内外多种因素的运筹结果。表达目的、言外的现实和认知条件、言内的形义基础相互作用,协同规定着概念的理据,这就把优先原理进一步发展成为系统运筹原理。本文对场约束原理的进一步证明和所发展出的系统运筹原理丰富、完善了理据理论。  相似文献   

Student teachers' team teaching: Models,effects, and conditions for implementation     

《Teaching and Teacher Education》2014

In an attempt to provide alternative models of field experience in teacher education, this study elaborates the concept of team teaching. A literature review was conducted, which resulted into a narrative review. Five models of team teaching were distinguished: the observation, coaching, assistant teaching, equal status and teaming model. Several benefits of team teaching for student teachers (e.g., increased support, professional growth), their mentors (e.g., decreased workload, learning gains), and the learners in their classroom (e.g., increased support, rich lessons) were found. However, disadvantages were recognised as well. Further, several conditions for the successful implementation of team teaching were listed.  相似文献   

Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations,While on a Zoo Field Trip,Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips     

Patricia Patrick  Cathy Mathews  Sue Dale Tunnicliffe 《International Journal of Science Education》2013,35(15):2645-2669

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.  相似文献   

Assessing Learning in the Outdoors with the Field Trip in Natural Environments (FiNE) Framework     

Orly Morag 《International Journal of Science Education》2013,35(5):745-777

The development and application of a framework that captures main characteristics of learning in nature—the Field Trip in Natural Environments (FiNE) framework—is the main outcome of this study that followed up 22 daily field trips of 4–6th grade students to nature parks. The theoretical and practical framework, which was developed based on the research literature and the data collected, allows systematic analysis of various phases of the field trip: preparation, pedagogy, activity and outcomes. The FiNE framework incorporates multiple views of the researchers and participants and examines the pedagogy employed and the outcomes as reported by the participating students. The employment of the framework indicates limited preparation and the use of traditional pedagogies and highlights the importance of social interactions and physical and learning activity. The FiNE framework provides researchers with a plausible scheme to assess various components of field trips to nature and to elucidate possible outcomes of such experiences.  相似文献