钢筋混凝土梁的合理纵向配筋率     

刘岩 《茂名学院学报》2003,13(4):50-52,56

钢筋混凝土受弯构件纵向配筋率ρ的取值，现行混凝土设计规范(GB50010—2002)允许的范围是比较大的，然而在实际工程中，钢筋混凝土受弯构件内纵向配筋率ρ的大小对建筑工程质量、耐久性、经济性等方面都有很大影响。该文仅从有屈服点钢筋在钢筋混凝土梁内纵向配筋率入手，通过理论分析、经济比较，研究确定钢筋混凝土受弯构件-梁的合理纵向配筋率。  相似文献   

Assessing the learning achievement of students from different college entrance channels: a linear growth curve modelling approach     

John J. H. Lin 《Assessment & Evaluation in Higher Education》2019,44(5):732-747

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Tunable polarization of high numerical-aperture objective with phase plate     

LI Jin-song  GAO Xiu-min  WANG Jian  LI Chen-xia 《重庆大学学报(英文版)》2007,6(2):125-129

The intensity distribution of depolarized field in the focal region of a high numerical-aperture optical system was investigated and found that the depolarization effect is tunable by the plate. The depolarization effect gains with the increase of the inner convergence angle of the phase plate, goes through a dramatic descent when the angle is larger than 30° and begins to come back when the angle reaches a threshold of respectively 60°and 65° for the orthogonal diffractive field and the longitudinal diffractive fields. This reveals two convergence points where the depolarization effect is the strongest and weakest, respectively, suggesting that the pure phase plate can be a promising method for altering depolarization diffractive fields and constructing optical instruments.  相似文献   

纵向整体—分段连接:师范生语文教师专业技能训练体系     

张芹 《教育与教学研究》2012,(12):5-8

师范生语文教师专业技能"纵向整体—分段连接"的训练体系,是在"大语文教育"观和"整合连贯型"教师教育培养模式的背景下产生的,是对以往诸如"横向整体—学科渗透"训练体系的补充。其内涵是:注重语文教育教学作为一个整体却又具有小学、初中、高中的阶段特征,将师范生语文教师专业技能训练中的这三个阶段全面贯通、整体融合。培养既能承担小学语文教学,又能承担初中、高中语文教学的高素质语文教学师资。  相似文献   

西北农村地区新课程适应性的纵向研究——基于2003年与2011年调查的实证分析     

王嘉毅  赵志纯 《课程.教材.教法》2012,(1):3-11

以问卷调查的方式,通过两个阶段的纵向研究对比,笔者探讨了西北农村地区基础教育课程改革的成效与问题。研究发现:教师对新课程持有积极肯定的态度,对课程改革的认同度较高;新课程在西北农村地区的适应性稳步提高;新教材在西北农村地区的适应性显著提高。当前,新课程中存在的主要问题是:教师缺乏专业引领,评价改革滞后,教师培训不到位,课程资源匮乏,上级部门不够重视;研究性学习和综合实践活动的实施存在一定难度;现行教材练习题难度过大、习题量过少,配套练习内容陈旧、与教材不配套,教材城市化,教材编排次序、教材难度等方面也存在一定问题。  相似文献   

Professional development for professional learners: teachers’ experiences in Norway,Germany and England     

《师资教育杂志》2012,38(4):383-399

Proposals made by the European Commission in 2007 led to the Education Council adopting, for the first time, a European agenda for improving the quality of teaching and teacher education. This article reports on a small-scale longitudinal interview-based study with teachers in England, Norway and Germany demonstrating that while opportunities for professional development are increasing in all three countries, dissatisfaction is expressed by most teachers in relation to its quality and outcomes.  相似文献   

Informational sources,self-efficacy and achievement: a temporally displaced approach     

Huy Phuong Phan 《教育心理学》2012,32(6):699-726

Personal self-efficacy is an important theoretical orientation that helps to explain students’ learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the interrelations between antecedents (e.g. enactive performance accomplishment), self-efficacy beliefs and academic achievement of elementary school students. Our research conceptualisation, unlike previous cross-sectional studies, entails a time displacement between sources of information (Time 1) and self-efficacy (Time 2 and Time 3) and between self-efficacy and academic achievement in science learning (Time 4). Three hundred and thirty-two (152 girls and 180 boys) third and fourth grade students from three government schools participated in this study. Likert-scale inventories were used to measure informational sources and self-efficacy beliefs. Structural equation modelling yielded evidence that supports, in part, our conceptual model. Only enactive performance accomplishment and vicarious experience exerted positive temporally displaced effects on self-efficacy. Self-efficacy at both Time 2 and Time 3 also contributed to the prediction of academic achievement.  相似文献   

The impact of training students how to write introductions for academic essays: an exploratory,longitudinal study     

Gavin T.L. Brown  Jennifer C. Marshall 《Assessment & Evaluation in Higher Education》2012,37(6):653-670

Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions. The study employed a pre-, post-, and delayed post-test design in a single university student learning site. Student writing was scored on eight aspects related to (1) structure and content and (2) style. Confirmatory factor analysis reduced the eight scores aggregated into the two scales. A single two-hour workshop increased the participants’ (n = 87) performance in the rhetorical structure and content of their introductions, but not the style. A longitudinal model (n = 20) using three sets of parcelled scores showed that the structure and content of the introduction positively predicted the grade awarded by the student’s faculty. Direct instruction in writing introductions, through a relatively short, low-cost, genre-based training programme, appears to achieve significant student learning.  相似文献   

A Technique for the Construction of a Teacher-Training Curriculum     

《The Journal of educational research》2012,105(3):176-180

ABSTRACT

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors’ purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts.  相似文献   

标枪纵轴用力技术教学探讨     

郑贵忠 《天津体育学院学报》1996,11(3):46-48

采用文献研究，数理统计，比较研究等方法，对天津体院本科７个班约１４０人次标枪技术教学的纵轴用力技术问题及教学方法进行了探讨。实践证明，采用适当的教学方法，掌握正确的纵轴用力技术，是提高运动成绩的有效途径。  相似文献