瞬态Oseen方程的全离散局部投影稳定化方法     

刘程熙  朱登标 《内江师范学院学报》2011,26(4):1-6

研究了非定常的Oseen方程的局部投影全离散有限元方法,证明了该格式只需在投影空间和近似空间满足局部弱的inf-sup条件的情况下存在唯一解,给出了稳定性证明,使用一个具有正交性的插值得出误差估计.  相似文献   

Development of a competency mapping tool for undergraduate professional degree programmes,using mechanical engineering as a case study     

David W. Holmes  Madoc Sheehan  Melanie Birks  John Smithson 《European Journal of Engineering Education》2018,43(1):126-143

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.  相似文献   

不同功能文本中文化因素的翻译   总被引：1，自引：0，他引：1  

邹燕 《哈尔滨学院学报》2005,26(2):109-112

文化因素在不同功能的文本中起不同作用。在翻译中应恰当地处理。文章提出“三移”方法,即在表情功能文本中把源语文本的文化因素基本移入译语文本中,谓之“移体”;在以信息功能为主的文本可舍其形而释其意,谓之“移意”;在具有呼唤语言功能的文体中可将源语文化因素作适当的归化处理,谓之“移趣”。  相似文献   

CPV边界积分的对称数值求积法     

马杭  徐凯宇 《上海大学学报(英文版)》2003,7(1):28-34

1　Ｉｎｔｒｏｄｕｃｔｉｏｎ　Ｔｈｅｂｏｕｎｄａｒｙｉｎｔｅｇｒａｌｅｑｕａｔｉｏｎｓａｒｉｓｅｉｎｍａｎｙｐｒｏｂｌｅｍｓｏｆｐｈｙｓｉｃｓａｎｄｅｎｇｉｎｅｅｒｉｎｇ .Ｏｎｅｏｆｔｈｅｐｒｉ ｍａｒｙｍａｔｈｅｍａｔｉｃａｌａｎｄｎｕｍｅｒｉｃａｌｄｉｆｆｉｃｕｌｔｉｅｓｏｆｂｏｕｎｄａｒｙｉｎｔｅｇｒａｌｅｑｕａｔｉｏｎａｐｐｅａｒｓｔｏｂｅｔｈｅｔｒｅａｔ ｍｅｎｔｏｆｔｈｅｓｉｎｇｕｌａｒｋｅｒｎｅｌｓ.Ｔｈｅｒｅａｒｅｔｈｒｅｅｄｉｆｆｅｒ ｅｎｔｔｙｐｅｓｏｆｓｉｎｇｕｌａｒｉｔｉｅｓ…  相似文献   

Children’s Memory: A Primer for Understanding Behavior     

Elaine S. Barry 《Early Childhood Education Journal》2006,33(6):405-411

This paper provides the opportunity to understand children’s behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, “what develops in children’s memory?” Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view children’s behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice.  相似文献   

Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities     

Gila Schnitzer  Caroline Andries  Jo Lebeer 《Journal of Research in Special Educational Needs》2007,7(3):161-171

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.  相似文献   

小学生自我概念训练的实验研究     

程慧君  孟红  邹敏 《湖南第一师范学报》2007,7(4):82-83,87

通过Piers-Harris儿童自我概念量表筛选出三至五年级低自我概念的学生,实验组接受认知训练,控制组不接受训练。认知训练以后,三个年级的实验组的自我概念水平提高的幅度均比控制组的幅度要大,经统计检验,差异都非常显著。这表明:(1)认知训练可提高学生的自我概念水平;(2)小学三到五年级自我概念水平的训练效果不存在年龄差异;(3)小学三到五年级自我概念的训练效果不存在性别差异。  相似文献   

轻钢骨砼结构应用技术及抗剪性能的研究     

孙翠兰 《河北工业大学成人教育学院学报》2007,22(4):49-52,62

轻钢骨混凝土结构是一种新型的结构体系,它自重轻,安装方便,保温性能好,因而有广阔的发展余地和使用空间。本文分别对轻钢骨模网混凝土的工作性能、轻钢骨剪力墙的抗剪性能做了深入的理论研究。用3片缩尺轻钢骨剪力墙模型进行了试验研究,并推导了轻钢骨剪力墙的抗剪承载力公式。由于模型试验构件少,数据有所不足,本文又采用ADINA有限元分析软件进行分析,提出有关轻钢骨砼剪力墙轴压比设计的建议。  相似文献   

Promoting cognitive and social aspects of inquiry through classroom discourse     

Hui Jin  Xin Wei  Peiran Duan  Yuying Guo  Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.  相似文献   

图形—背景理论解读英语中动结构的语义基础   总被引：1，自引：0，他引：1  

杜娟 《宜春学院学报》2006,28(5):153-156

从认知语言学的视角探讨英语中动结构的认知语义基础,运用“图形—背景理论”对中动结构及其相应的被动语态进行比较分析。本文认为两种句型结构虽都表达了被动意义,但由于某种原因1)即使图形相同,充当的角色也不同;2)背景不同,凸显程度及其所起作用亦不同;3)后景的凸显程度也不同这三种情形而导致两种句型结构的语义并不相同。  相似文献