注重培养学生学习数学的兴趣     

潘维爱 《中国教育发展研究杂志》2007,4(3):25-26

兴趣是学习成功的秘诀，是获取知识的开端，是求知欲望的基础。笔者认为在教学教学中要饱含对学生的热爱，对学生的观察能力进行培养，加强直观教学才能激发培养学生的学习兴趣。  相似文献   

美术欣赏教学的"五字法"     

曾桂生 《九江职业技术学院学报》2003,(3):49-50

美术欣赏，是一种审美情感的教育，它既能提高学生的审美能力，又能培养学生的创造精神，这种独特的教育功能早已被一些专家、学论证，然而，采取什么样的方法才能更有效地发挥其功能和作用呢?本从五个方面对美术欣赏教学的形式和方法进行了研究探索。  相似文献   

论实验教学中学生观察能力的培养——以《基础护理学》实验教学为例     

杨再艳  田静 《铜仁学院学报》2011,13(2):94-96

敏锐的观察能力是护理质量的重要保证,是临床护士必须具备的基本技能。敏锐的观察能力是在实践中经过一定的训练而获得的,培养和提高护士临床护理观察能力是《基础护理学》实验教学目的之一。在实验课教学中不仅要重视对学生动手能力、沟通能力的培养,还要重视对学生观察能力的培养。  相似文献   

基于MRAS磁链观测、转速估计的无速度传感器异步电机矢量控制系统     

汪柏洋 《科技广场》2010,(3):191-194

针对传统矢量控制系统磁链观测不准,且需要速度传感器的问题,提出了一种基于MRAS磁链观测、转速估计的无速度传感器异步电机矢量控制系统。介绍了磁链观测、转速估计的MRAS结构,并运用Popov超稳定理论推导出了其对应自适应律,建立了实验系统。实验结果表明,该矢量控制系统在启动、调速、稳态运行时具有良好的静、动态性能,是一种高性能的交流调速系统。  相似文献   

Researching Internet Communities: Proposed Ethical Guidelines for the Reporting of Results   总被引：4，自引：0，他引：4  

Storm A. King 《The Information Society》1996,12(2):119-128

Communication researchers and social scientists are quickly discovering the value of data that exists in the postings of members of Internet e-mail, Usenet, and real-time groups. The ability to communicate with one's peers, no matter how esoteric the interests, is causing an explosion in the number of new virtual communities. The interpersonal dynamics of these groups are increasingly coming under the scrutiny of academic research. The publicly available archived records of Internet virtual communities are being analyzed for a wide variety of research interests. The ability to do naturalistic observations of group dynamics, as they are exhibited in these exchanges of text, has captured the attention of many researchers. The institutional review boards of major universities are granting researchers exempt or expedited (exempt from full review) status for this work, due to the public nature of the notes being analyzed. These studies often involve the lack of informed consent, where the group members under study are unaware they are being monitored. There is a potential for psychological harm to the members of these groups, depending on the way results are reported. This article explores the ethical considerations that must be taken into account to protect cyberspace participants. The guidelines proposed are based on the American Psychological Association ethical guidelines for use of human subjects in research. An explanation is offered as to how such guidelines can best be applied to the study of Internet communities. The constructs of Group Accessibility (the public/private nature of the actual cyberspace occupied by a group) and Perceived Privacy (the level of privacy that group members assume they have) are defined and proposed as two dimensions by which individual Internet communities may be evaluated in order to assure the ethical reporting of research findings.  相似文献   

高职教师职业能力的结构、观测点、评价方法的研究     

杨可  谌刚 《湖北成人教育学院学报》2014,(2):33-34

本文主要针对提高高等职业院校教师职业能力,较为全面地研究了高职教师职业能力的组成和结构、观察点的具体内容及评价方法,对创新教师培养模式,全面提高教师职业能力,具有一定的参考价值。  相似文献   

35例急性酒精中毒患者的护理效果观察     

邓丽莹  ;徐海萍 《宜春师专学报》2014,(12):89-90

目的：探讨急性酒精中毒患者的护理效果。方法：回顾性分析该院急诊科2013年6月至12月收治的35例急性酒精中毒患者的救治和护理效果。结果：35例急性酒精中毒患者,有31例均在急诊科1~2天内治愈;2例并发胃出血、1例并发吸入性肺炎、1例并发右上肢桡骨骨折,经抢救病情稳定后转科。另外,针对不同的患者,采取了不同的护理措施,均获得了满意的效果。结论：急性酒精中毒患者除了应紧急抢救,防治并发症之外,还应加强对患者的护理,这不仅能提高治疗效果,而且能增强患者的生活信心,提高生活质量,有助于控制和预防复发。  相似文献   

Teacher classroom interactions and behaviours: Indications of bias     

《Learning and Instruction》2022

In some recent studies, researchers have measured teacher implicit bias and some have shown that teacher bias predicts student academic outcomes. Currently, however, how bias is portrayed to individual students is largely unknown. In this exploratory qualitative study, observations totalling 4 h per participant were undertaken with ten secondary, six intermediate, and four primary teachers in New Zealand. We utilised a thematic analysis approach to identify three themes: “differential nonverbal behaviours”, “differential academic interactions” and “differential reactions under the same conditions” that captured teachers' classroom interactions. Our findings suggested that teachers’ differential behaviours were mediating teacher bias. This was because teacher bias was recorded in every classroom; however, teachers displayed biased behaviours to varying degrees. Bias was displayed through various nonverbal and academic interactions, and some teachers portrayed their bias by treating some students differently when the situation for all students was the same.  相似文献   

海底观测网的研究进展与发展趋势   总被引：1，自引：0，他引：1       下载免费PDF全文

李风华  路艳国  王海斌  郭永刚  张飞 《中国科学院院刊》2019,34(3):321-330

海底观测网是人类观测海洋的新型平台,可实现海洋由海底到海面的全天候、原位、长期、连续、实时、高分辨率和高精度观测,对海洋科学发展起到重要的支撑作用。美国、加拿大、日本以及欧洲各国凭借在海洋领域的先发优势,纷纷投入巨资构建海底观测网并成功运行。在现代传感器、水下机器人、海底光纤电缆、物联网、大数据等新型技术的推动下,海底观测网呈现综合性立体观测、数据深度发掘、多种观测计划综合交叉融合的发展趋势。  相似文献   

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献