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本文对S．Coleman和C．G．Callan，Jr的量子力学传播波幅［1］［2］其量子隧道解释与瞬子解释，作了详细的说明． 相似文献
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区域经济增长与资源环境压力的关系研究进展 总被引：2，自引：0，他引：2
经济增长与资源环境压力的关系是区域可持续发展研究的重要方向,然而却很少有研究在不同理论脉络下系统梳理相关成果,并比较不同理论、方法、模型、指标与评价体系的优劣势与应用范围,以至于难以确定理论贡献。本文综述了相关的5类理论模型与实证研究,并比较其理论内涵、模型方法、评价体系及适用性,在此基础上提出二者关系分析的基本框架和重点内容,以期为相关研究提供理论参考与技术支持。结果发现：①二者关系研究的理论、方法与指标各具优劣势与应用范围,相关研究应遵循“检验因果关系方向→识别环境库兹涅茨曲线拐点/脱钩状态→评估生态效率强度→判定耦合协调阶段”的基本框架,并按照“方向调控→拐点/状态调控→强度调控→系统调控”的思路制定区域可持续发展政策;②未来应重点开展方法、模型与评价体系的适用性及优化研究,关注驱动因子、作用机制及路径选择研究,探索多案例对比、远程耦合及关联研究。 相似文献
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When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching. 相似文献
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导航技术在网络课程中的应用 总被引：7，自引：1，他引：7
导航是保证网络课程质量的关键因素之一，需要精心设计和全面考虑。本文介绍了作者在教育部新世纪网络课程建设中采用的课程学习导航技术和一些经验。文中对若干种导航的意义和实现方式进行了讨论，对实现中的问题及解决提供了可以借鉴的方法，并针对网页的设计，用JavaScript脚本给出了一些具体的实现技巧。 相似文献
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提出了城市的主题公园化和主题公园的城市化,在此基础上探讨当代主题公园与城市发展是如何融合共生的。结论如下:(1)主题公园的行业创新及其对"主题环境"的空间使用原理探索,激发了当代城市空间的主题公园化进程。(2)主题公园发展与城市发展的融合共生,能够破局当前中国主题公园行业普遍存在的"一年兴,二年盛,三年衰,四年败"短生命周期现象。(3)常州中华恐龙园的主题塑造及其"馆-园-城-基地"渐进成长模式具有案例启示意义。(4)主题公园行业仍然是朝阳产业,不应被视为洪水猛兽。 相似文献
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School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory stage of evaluation before determining overall programme value. We demonstrate how such a process could be applied by science educators using data from a secondary school in Singapore that had devised a new curriculum to promote interest, investigative processes, and knowledge in science. Results showed that there were ambivalent student responses to this programme, while there were high levels of science process skill instruction and close alignment with the intended lesson design. The implementation of this programme appeared to have a satisfactory overall level of FOI, but we also detected tensions between programme intent and everyday classroom teaching. If we want to advance science education, then our argument is that applying FOI criteria is necessary when evaluating all curricular innovations, not just those that originate from schools. 相似文献