日光灯电路中镇流器参数测量误差原因的讨论     

王建超 《新乡师范高等专科学校学报》2002,16(2):12-13

在对日光灯电路中的镇流器参数测量时发现 ,灯管作纯电阻处理便引起较大的误差。把灯管作低感性电阻负载处理 ,所得参数比较准确。  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   

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   

CFG桩复合地基承载特性分析     

侯新宇 《江苏广播电视大学学报》2003,14(6):41-43

CFG桩复合地基具有变形模量高、承载力提高幅度大等特点，设计时可以通过改变桩体材料配比，改变桩体直径、桩长、桩距、垫层厚度等设计参数，使承载力提高以达到设计要求。其中，褥垫层有协调桩和桩间土变形的能力，使得桩和桩间土始终参与工作，一般工程中取10～30cm较为合理。  相似文献   

被动荷载作用下邻近桩基的研究概况与进展     

陈福全  潘钦峰 《福建工程学院学报》2004,2(1):23-32

岩土工程师们不仅经常要评估已有桩基在侧向土体运动条件下的响应特性，而且经常要设计抗滑桩以加固不稳定不安全的边坡或阻止有可能坍滑的山体。在很多工程实例中，工程桩常常在土层侧向位移作用下工作，导致桩体弯矩和挠度过大，使相邻桩基产生水平偏位，从而引起上部码头、桥梁及工业厂房等结构功能失效或引发事故。文章系统地总结了在这些条件下现有的各种被动桩土压力理论、试验成果和计算方法，分析了在各种影响因素作用下被动桩的变形机理与性状。  相似文献   

论认知语境与英语多媒体教学的整合与同构     

刘向政  侯卉君 《怀化学院学报》2006,25(12):159-161

自上世纪末,我国语言学界掀起了研究认知语言学热潮,尤其是对认知语境与关联理论在对语言教学的指导方面推崇备致,而多媒体在语言教学中的作用却受到了某些人士的质疑。本文的目的在于揭示认知语境和关联理论在指导教学中的局限性,并通过多媒体与传统教学手段进行比照,说明多媒体教学比传统教学更能有效地解决认知语境与关联理论的这一局限性。  相似文献   

认知语境及其与传统语境的比较   总被引：1，自引：0，他引：1  

李玲君 《内蒙古大学学报(人文社会科学版)》2004,36(6):99-103

认知语境在传统语境的概念上发展而来。是在研究语境问题时。把人的认知能力和语境结合起来。认知语境把传统语境所包含的内容结构化和认知化。它不但包含了传统语境研究的内容，而且包含语言使用者大脑中所有关于世界的假设以及认知处理能力。形成一个心理建构体，为语用推理提供了一个平台。和传统语境相比。认知语境更清楚、更有说服力地解释了语境对于语篇理解的作用机制。  相似文献