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1.
"地下水运动方程"是为地下水科学与工程专业本科生开设的一门新课程,以取代过去地下水专业的"数学物理方程"课程。开设这门课的目标是通过有针对性的讲解和讨论,在数学物理方程与地下水动力学之间架起一座桥梁,帮助学生更深入地利用数学知识来理解地下水的运动规律。"地下水运动方程"主要讲授地下水流偏微分方程的解析方法,具有很强的实用性,突出方程解法的灵活性。 相似文献
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专业实习教学是地下水科学与工程专业教学体系的重要组成部分。专业实习的教学质量直接影响本专业高素质人才的培养质量。教学质量保障体系建设是提高教学质量的长效保障机制。为此,我们逐步构建并实施了适合地下水科学与工程专业实习的教学质量保障体系:教学条件保障、教学过程保障、教学方法保障、教学管理保障。教学质量保障体系的建立和实施大大提高了地下水科学与工程专业实习的教学质量,达到了培养学生专业思维能力、独立工作能力和创新能力的目的。 相似文献
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盐池地区地处宁夏自治区东部,属于鄂尔多斯波状高原区,气候干旱,降水稀少,水资源短缺,地下水是该区人民生活和工农业生产的重要水源.根据取样分析,区内大部分地区地下水的F-含量超标,严重影响了当地人民的生活、生产.在对该地区地质、水文地质条件进行简要介绍的基础上,论述了F-在该地区各含水岩组中的空间分布,并对地下水中高F-含量的成因进行了分析,得出结论认为该地下水中较高的F-含量与地质、水文地质条件密切相关,并与地下水的酸碱度、优势离子含量有显著的相关关系. 相似文献
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本文对法库县的自然地理和经济地理条件进行了简述,分析了该县的水文地质条件及地下水动态,对地下水资源开发利用的介绍包括水利资源、地下水利用现状、地下水资源供需平衡,进而对该县的地下水开采潜力进行了评价。 相似文献
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云南滇中(楚雄)红层区地下水资源特征分析 总被引:1,自引:0,他引:1
论文依据滇中(楚雄)红层区自然地理及地质条件从地下水动态变化特征、地下水富集规律、地下水储水构造类型等方面分析了滇中(楚雄)红层区地下水资源特征,提出了滇中(楚雄)红层区地貌类型与地下水赋水机制的基本类型和规律,并为地下水资源的开发利用提出了参考建议。 相似文献
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马晓玲 《内江师范学院学报》1993,(4)
在分析地下水的运动时,要运用达尔西公式和裘布依公式进行流量及井涌水量的计算。众所周知,达尔西公式是地下水在层流运动状态时的科学定律。一个多世纪以来,一直被应 相似文献
11.
Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
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Barbara Theresia Schrottner 《美中教育评论》2010,7(8):50-61
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question: Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense? The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address (global) conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality. 相似文献
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Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA (National Education Accounts), which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the "financial pulse" of an education system, answering 4 key questions: Who is financing education? How much do they spend? How are funds distributed across different education providers, levels and activities? Who benefits from or receives the services? NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies. 相似文献
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Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors' understanding of students' culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author's special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
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Yael Fisher 《美中教育评论》2010,7(6):1-15
This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The "index of success model" is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are: (1) the relevance index, referring to an evaluation of predefined objectives; (2) the efficiency index, referring to the fiscal efficiency of the program; (3) the effectiveness index evaluating the attainment of the program's objectives; (4) the impact index gauging the effect on the consumers, for whom the program is undertaken; and (5) the final parameter is the program's sustainability index. Since Israel's education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff. 相似文献
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Sidonia Alenuma 《美中教育评论》2009,6(7):1-17,60
The objective of this paper is to explore the operation of magnet and professional development school (PDS) programs in a real life situation using an ethnographic study of Downtown Elementary School (DES-a pseudonym) that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as: What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES? What can be learned from the experiences of the unique school-DES? The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other's progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools' reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism. 相似文献
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Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional (Singh, 1975) and other five were identified as dysfunctional (Parek, 1988) in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers' preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers' value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect (Boli, 2005) on human values. 相似文献
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Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students' experiences and points of view of such a learning environment were explored, including: (1) how they contributed to their peers' learning; (2) how their peers contributed to their own individual learning; and (3) how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students' points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
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Language, language policy and curriculum issues occupy very important and strategic places in educational planning in any society. In a multilingual Nigerian society as well as in similar countries like Australia, India or even in seemingly homogenous linguistic societies like Britain, language planning, development and policies are sin qua non. In this paper, the author has tried to look from the perspectives of the provisions of the National Policy on Education (1981) and the Constitution of the Federal Republic of Nigeria (1979), and examine the curriculum issues arising from the language and policy aspects in achieving the national educational aims, goals, objectives and development. This paper takes a cursory look at the constitutional and policy documents as well as the realities on ground in the secondary schools. It is discovered that, this sub-sector of education is characterized with language implementation crisis. The disturbing issue is that, since the language of instruction is bedeviled with crisis, the whole educational system itself becomes a failure. The paper recommends that, Nigeria should carry out a language policy reforms that will be acceptable and effective bearing in mind the role of language and language policy in education. 相似文献
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Rolf Kretschmann 《美中教育评论》2010,(2):67-75
The idea of digital game-based learning (DGBL) is that students (or players) learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS (commercial off-the-shelf) games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories: sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated: motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of "real" sports, the following question arises: Are their respective educational results comparable? 相似文献