蜗轮副斜块消除间隙机构设计     

黄步玉 《中山大学学报论丛》2002,22(5):178-181

介绍一种新型消除蜗轮副传动间隙的结构设计。它主要是由横截剖分蜗轮———弹簧———斜块———滚珠构成的。这种结构可传递较大的扭矩 ,并保证传动时无间隙。如用步进马达驱动蜗杆 ,配合以感应同步器、数显表 ,便可实现数控数显。并对斜块受力进行了分析 ,给出了有关计算公式  相似文献   

高校应为学生成才优化本科师资和创造实践机会     

ZHOU Jian 《无锡教育学院学报》2007,(3)

分析了教授参与本科教学的巨大优越性,提出了确保教授在本科教学中发挥其应有作用的具体建议。教授是大学的最佳人才资源,如何充分发挥好教授在大学中的作用,尤其是在本科教学中的作用,是每一个大学都面临的问题。另外,探讨了将勤工助学工作引向良好健康发展轨道的几项措施。勤工助学活动作为缓解学生经济困难的重要途径之一,已成为新时期高校学生工作的重点,大学生参加勤工助学活动是成才的有效手段,应基于这一认识规范高校勤工助学工作。  相似文献   

论新时期高校辅导员的自我角色认识     

杨杨  张生辉  荣露 《煤炭高等教育》2007,25(2):98-99

作为从事学生思想政治工作的高校辅导员,由于面临专业化、素质化等新发展方向,以及当前社会不断出现的新形势,工作内容及要求有了新的改变,因此在自我角色的认识上也应进一步转变。主要对“辅”、“导”及其他三个方面角色认识加以阐述,对于辅导员参与其他部门工作进行没有回避,提出了“辅助角色”是辅导员做好工作的前提这一论点。  相似文献   

留法勤工俭学生与马克思主义教育思想的导入     

周谷平  孙秀玲 《教育研究》2005,(12)

留法勤工俭学运动是中国近代革命史和中国近代教育史上的一件大事, 对中国教育的近代命运有着深远和持久的影响。当时马克思主义在法国的广泛传播,使留法的我国早期共产主义者和革命青年得以直接接触到马列原著,因而在对马克思主义的理解上,取得了重大收获。他们在选择、认同、导入马克思主义教育思想方面,做出了自己的贡献。  相似文献   

计算机辅助英语教学(CALL)教学模式   总被引：1，自引：0，他引：1  

曾宪力 《湖北广播电视大学学报》2005,22(1):31-32

本文分析了以计算机和互联网为基础的计算机辅助英语教学(CALL)的特点及其优势，尝试性提出了适合于现代英语教与学的新型外语教学模式，以及创建这种模式所应具备的条件。  相似文献   

浅谈高校政治辅导员的角色意识   总被引：2，自引：0，他引：2  

于宏志 《河北职业技术学院学报》2005,5(3):64-65

从高校政治辅导员的工作性质出发，阐述了政治辅导员在学生管理等方面应具备的角色意识。  相似文献   

论研究型高校政治辅导员的养成   总被引：5，自引：0，他引：5  

杨世传  周珏 《临沂师范学院学报》2002,24(5):85-87

为适应知识经济时代对人才培养的客观要求，真正实现以学生发展为本的教育理念，笔者提出高校要注重研究型政治辅导员的养成。研究型政治辅导员具有实践性、反思性和尊重个性等特征。更新教育管理观念，提高教育管理素养，建立良好的师生关系，注重提高政治辅导员的整体素质，鼓励学生群体参与决策是养成研究型政治辅导员的有效策略。  相似文献   

微分中值定理的证明及推广   总被引：1，自引：0，他引：1  

鲁凤菊 《洛阳师范学院学报》2001,20(2):14-16

本文给出了证明微分中值定理时构造辅助函数的两种方法以及微分中值定理在一元函数、多元向量值函数及抽象函数方面的推广 .  相似文献   

The Education and Care Divide: the role of the early childhood workforce in 15 European countries     

Katrien Van Laere  Jan Peeters  Michel Vandenbroeck 《European Journal of Education》2012,47(4):527-541

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed.  相似文献   

‘I am not the teacher!’: some effects of remodelling the roles of teaching assistants in English primary schools     

Graham Butt  Ann Lance 《Education 3-13》2013,41(3):219-231

Remodelling the roles, responsibilities and working practices of all school staff has been central to the government's modernisation agenda for English state schools. This is typified by a determination to review and change the distribution of tasks undertaken by teachers and teaching assistants (TAs). Whilst there has been a substantial increase in the numbers of TAs employed in schools there is still a lack of clarity about their roles and about the impact of remodelling on the working lives of both teachers and assistants. Evidence from the Transforming the School Workforce: Pathfinder Project, conducted immediately prior to the launch of the National Agreement in 2003, indicates that initial concerns about the ways in which TAs were being deployed are still very apparent. Here the authors focus on management and professional development issues arising from TAs adopting more pedagogical roles in schools.  相似文献