数控加工编程及操作课程的“圆弧插补指令”教学探讨

《数控加工编程及操作》是高等职业教育中数控技术专业的核心专业课之一,该课程实践性较强。基本编程指令的教和学不容忽视,其中圆弧插值指令G02/G03的掌握难度更大。文章结合自己的教学经验,总结了圆弧插补指令G02/G03指令的学习步骤,为其他指令的学习提供了借鉴。     

汇编语言程序设计举例分析

汇编语言又称符号语言是用助记符来表示指令的操作码,用符号地址或标号来表示指令地址或操作数地址的一种语言。利用汇编语言编写程序是《微型计算机原理及应用》这门课程的重点之一。下面通过一个例题来说明汇编语言编程的一般构思。例题:有一个以BLOCK为起始地址的100个带符号数的数据块,要求从中找出最大的一个数并放入MAX单元中。一、分析题意选择算法     

对外汉语教师课堂指令语有效原则探析

本文利用课堂观察法和访谈法,在观察并转写16位对外汉语教师课堂指令语使用情况的基础上,分析无效课堂指令语的原因和问题所在。并结合对熟手教师高效指令语的分析,总结对外汉语课堂教师课堂指令语的有效原则,为对外汉语教师课堂指令语的使用提供一定的参考和建议。     

基于EPM1270的城市智能导航系统的设计

设计了以CPLD为核心,由交通灯子系统、通信子系统、语音导航子系统、LCD显示子系统等组成的城市智能导航系统。该系统可通过终端设备键盘选择所去的目的地,由通信模块将该地址发送给站台;站台系统根据当前路口状态和红绿灯情况,经神经网络等相关算法处理,得到行走指令,并将之发送至终端;终端再根据这些指令信息,通过相应的语音提示进行导航。     

《农业昆虫学》课堂教学方法的探索及实践

农业昆虫学是植物保护专业三大核心专业课程之一,课堂教学效果直接影响学生分析问题和解决问题的能力。针对该课程应用性较强的特点进行课堂教学改革和实践,从以前的以老师授课为主的教学方式转变为学生进行专题报告、提问、老师点评和总结的教学方式,激发了学生学习的积极性、主观能动性以及发现问题、分析问题和解决问题的能力,提高了教学质量。     

MCS-51单片机多分支程序的实现

通过对MCS-51单片机指令系统的分析,给出了单片机多分支程序的转移指令法和查表法实现,着重分析了查表法中分别使用地址偏移量表、转移指令表和地址表实现多分支程序的特点和局限性,探讨了扩展分支的方法和示例.     

局域网内IP地址使用及管理方案

局域网内IP地址的管理问题是网络管理人员的重要课题,该文章分析了局域网IP地址的由来,提出了一套完整的IP地址管理方法,该方法综合运用了管理措施和技术措施,合法使用IP地址,杜绝了IP地址的非法使用。     

利用新媒体完善大学英语教学中PBL的试验研究

基于问题学习的教学方法用于英语教学主要分为3个阶段,即教师给学生提供教学资源,学生收集资料、解决问题,教师进行信息反馈并总结。新媒体概念在今天的网络时代主要指跟计算机相关的设施,教师可以利用新媒体媒介搭建全方位师生、生生互动的平台。采用新媒体辅助的PBL教学能使学生解决问题能力、自我探究能力有显著提高。该方法为学生的终身学习奠定了基础。     

局域网内IP地址使用及管理方案

局域网内IP地址的管理问题是网络管理人员的重要课题，该文章分析了局域网IP地址的由来,提出了一套完整的IP地址管理方法,该方法综合运用了管理措施和技术措施,合法使用IP地址，杜绝了IP地址的非法使用。     

数控加工程序编制中工艺指令的研究

本文对数控加工程序中的“准备性”、“辅助性”两大类指令作了详细的分析,并根据实际应用对这两类工艺指令的合理搭配作了较全面的总结和归纳,指出了编程中应注意的问题。     

Equity and Access: All Students are Mathematical Problem Solvers

Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed.     

Analogical Instruction in Statistics: Implications for Social Work Educators

This paper examines the use of analogies in statistics instruction. Much has been written about the difficulty social work students have with statistics. To address this concern, Glisson and Fischer (1987) called for the use of analogies. Understanding of analogical problem solving has surged in the last few decades with the integration of psychology and artificial intelligence. However, the application of analogies has not been examined further in social work literature. This work uses cognitive science to discuss the five steps of analogical problem solving. Implications for statistics instruction in social work are discussed with examples.     

How handwriting behaviors during problem solving are related to problem-solving success in an engineering course

If we carefully observe the spatial and temporal organization of students' pen strokes as they solve an engineering problem, can we predict their ability to achieve the correct answer? To address this question, 122 college students were asked to solve exam problems in an engineering course using a smartpen that recorded their writing as digitized timestamped pen strokes. The pen stroke data was used to compute a collection of 10 metrics characterizing various elements of problem-solving fluency including the tendency to progress down the page without revisions, the amount of time with no activity, and the frequency of constructing and using equations. The primary finding is that, on average across 13 different exam problems, these elements of problem-solving process explained 40% of the variance in scores of the correctness of the problem solution. In short, success on generating correct solutions was related to the fluency of the student's problem-solving process (i.e., working sequentially from the top to the bottom of the page, working without detours or long pauses, and working by constructing equations). This work is consistent with the idea that expertise in solving common engineering problems involves being able to treat them like routine rather than non-routine problems.     

聋生与听力正常学生构建加减文字题问题模型的比较研究

运用实验法,研究了聋生与听力正常学生解决加减文字题、构建加减文字题问题模型的差异。被试为小学3年级学生,聋生32名,听力正常学生33名。结果发现:聋生解决加减文字题和构建问题模型的成绩都显著落后于听力正常学生;构建问题模型在聋生解决加减文字题的过程中有着重要的作用。研究认为,在聋校文字题教学中要重视问题表征训练。     

Toward a design theory of problem solving

Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal educational settings, in part, because our understanding of its processes is limited. Instructional-design research and theory has devoted too little attention to the study of problem-solving processes. In this article, I describe differences among problems in terms of their structuredness, domain specificity (abstractness), and complexity. Then, I briefly describe a variety of individual differences (factors internal to the problem solver) that affect problem solving. Finally, I articulate a typology of problems, each type of which engages different cognitive, affective, and conative processes and therefore necessitates different instructional support. The purpose of this paper is to propose a metatheory of problem solving in order to initiate dialogue and research rather than offering a definitive answer regarding its processes. This paper represents an effort to introduce issues and concerns related to problem solving to the instructional design community. I do not presume that the community is ignorant of problem solving or its literature, only that too little effort has been expended by the field in articulating design models for problem solving. There are many reasons for that state of affairs. The curse of any introductory paper is the lack of depth in the treatment of these issues. To explicate each of the issues raised in this paper would require a book (which is forthcoming), which makes it unpublishable in a journal. My purpose here is to introduce these issues in order to stimulate discussion, research, and development of problem-solving instruction that will help us to articulate better design models.     

Renegotiating vocational instruction

Recent research by the author and others suggests that secondary vocational instruction may often fail to develop students' analytical and critical thinking skills. This failure, it is argued, is manifest in teacher-student negotiation as set in a complex social, economic, and institutional context. The article focuses on how vocational education might be reformed to address this problem. Discussed are the need for instruction in problem solving and decision making, more basic skill instruction, student involvement in the group management of entrepreneurial projects, development of critical thinking skills for the purpose of improving workplaces and society, revision of vocational teacher preparation, and a restructuring of the ways in which secondary vocational education is offered. Vocational education is redefined as academically integrated, experiential coursework in which a diverse group of students is educated broadly for work, learning, and life.     

The Next Big Idea: A Framework for Integrated Academic and Behavioral Intensive Intervention

Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention.     

Using Number Lines to Solve Math Word Problems: A Strategy for Students with Learning Disabilities

Students with learning disabilities (LD) consistently struggle with word problem solving in mathematics classes. This difficulty has made curricular, state, and national tests particularly stressful, as word problem solving has become a predominant feature of such student performance assessments. Research suggests that students with LD perform poorly on word problem‐solving items due primarily to deficits in problem representation. Therefore, it is imperative that teachers provide these students with supplemental problem‐solving instruction that specifically targets the development of representational strategies. This article describes how one representational strategy, using number lines, can be used to model word problems as part of a comprehensive problem‐solving intervention to improve the conceptual understanding of math word problems and, subsequently, the problem‐solving performance of students with LD.