基于混沌的动力学演化算法     

李彦勤  王侃 《安阳工学院学报》2006,(3):52-54

文章在现有动力学演化算法的基础上提出基于混沌的演化算子。除有效地防止过早收敛并且保持解的均匀分布外,新算法充分利用混沌对于初始值敏感性和遍历性的特点,还具有更快的收敛速度和更小的计算量。数值结果显示在解决多峰值问题时新算法不仅有很好的性能和高可靠性,而且优于作者已知的其他已出版的结果。  相似文献   

为提高大众的科学素质而努力——《力学与实践》科普栏目的建设回顾     

刘俊丽  蒋持平 《编辑学报》2012,24(6):597-599

介绍在钱学森、周培源等著名力学家和广大力学工作者的关心和支持下,力学综合性期刊《力学与实践》科普特色栏目的建设历程。以创栏20周年的《身边力学的趣话》栏目为重点,回顾科普栏目建设的艰辛和成果,以及为贯彻国务院《全民科学素质行动计划纲要》所作的努力。  相似文献   

福建省节约型社会建设空间差异研究     

丁刚  黄志强 《莆田学院学报》2010,17(3):31-34,54

运用熵值分析法,在合理选择评价指标的基础上,从市域层面出发,对于福建省内各地区节约型社会建设的空间差异现状进行了尝试性的探讨分析,并提出了对策。  相似文献   

生态课堂：价值、特质与建构     

王加强 《天津师范大学学报(基础教育版)》2010,11(2):5-8

以突出整体价值和强调持续发展的生态价值观评判现代课堂,可以看出,它如同现代农业一样,是一种不可持续的非生态实践形态。为使课堂教学走上可持续发展之路,我们需要建构生态课堂。生态课堂的特质是多样并存;意义生成;限度制约。建构生态课堂需要做到树立开放意识,拓展教育经验;编织互动网络,提供生成通道;引导意义生成,争取＂和而不流＂。  相似文献   

Recognition and Toleration: Conflicting approaches to diversity in education?     

Sune  Lægaard 《Educational Philosophy and Theory》2010,42(1):22-37

Recognition and toleration are ways of relating to the diversity characteristic of multicultural societies. The article concerns the possible meanings of toleration and recognition, and the conflict that is often claimed to exist between these two approaches to diversity. Different forms or interpretations of recognition and toleration are considered, confusing and problematic uses of the terms are noted, and the compatibility of toleration and recognition is discussed. The article argues that there is a range of legitimate and importantly different conceptions of both toleration and recognition that are often not clearly distinguished, and that compatibility varies across this range and depending on what one considers the conceptions in relation to.  相似文献   

Student attitudes and the teaching and learning of race,culture and politics     

Kathleen J. Martin 《Teaching and Teacher Education》2010

Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race, culture and politics at an American university in California, and data were gathered over a three-year period from 365 students. Utilizing a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning, faculty structured opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences. Teaching and developing courses around issues of multicultural education, diversity, and issues of power that strengthen students' abilities to perceive multiple perspectives, think critically, and learn from others are made.  相似文献   

Market‐oriented school reform in England and Finland: school choice,finance and governance   总被引：1，自引：1，他引：0  

Anne West  Annamari Ylönen 《Educational studies》2010,36(1):1-12

This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes.  相似文献   

Critical perspectives on cultural diversity in early childhood: building an inclusive curriculum and provision     

Lynn Ang 《Early Years: An International Journal of Research and Development》2010,30(1):41-52

This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, The Early Years Foundation Stage (EYFS) in England. The discussion presents a critical debate based on the argument that the task of constructing an inclusive early years curriculum remains contentious. This is especially the case as children’s cultural and socioeconomic backgrounds challenge the assumptions of normality and universality that are typically produced within policy rhetoric and curricular guidelines for group provision. The discussion draws on the poststructuralist theoretical framework of Foucault and Derrida to critique notions of diversity and difference. It then provides an analysis of the EYFS as an example of the challenges that arise from attempts to address cultural diversity through the curriculum.  相似文献   

试析如何在学科教学中渗透国际理解教育   总被引：2，自引：0，他引：2  

陈红  何妮妮 《课程.教材.教法》2010,(2)

兴起于20世纪40年代,为增进民族国家间的相互理解和相互合作、促进世界和平的国际理解教育,伴随着全球化浪潮的推进,越来越受到基础教育的关注。近年来在我国,国际理解教育以学科渗透方式在许多学校展开。国际理解之所以能够在学科教学中渗透,是因为国际理解无论在知识、技能,还是在情感态度培养上都在某些基本点上与学科教育相契合。找准国际理解教育和学科教学的结合点,可以增进学科教育的人文价值。  相似文献   

对高校健美操课程设置应趋向娱乐化和健康化的研究     

张璐 《南昌教育学院学报》2010,25(1)

针对目前普通高等院校健美操选修课的教材设置情况,提出课堂内容应赶上时代步伐,将时下流行并风靡全国的街舞、有氧搏击、有氧拉丁、瑜珈、爵士舞等深受学生喜爱并需了解的内容纳入教学大纲,以满足广大学生的求知和娱乐欲望。  相似文献