循序渐进搞好研究性教学

研究性教学改变了传统的教学模式，它有利于培养学生的能力，但是学生的研究能力不是天生的，教师应该循序渐进地进行培养，将启发式、由浅入深、讨论式等传统的优秀教学方法与研究性教学有机地结合起来．     

循序渐进相约化学

提出通过教师"用情"、"用智"巧妙地处理好师生关系的四个时期,使师生共同快乐地渡过"蜜月期"、"磨合期"、"默契期"、"奋进期",逐渐达到师生关系和谐、共进、双赢.     

A virtual environment for process management. A step by step implementation

In this paper it is presented a virtual organizational environment, conceived with the integration of three computer programs: a manufacturing simulation package, an automation of businesses processes (workflows), and business intelligence (Balanced Scorecard) software. It was created as a supporting tool for teaching IE, its purpose is to give professors and alumni the possibility to practice and apply the concepts and knowledge of IE learned at school since the very beginning of the program. This environment allows perform many business processes functions of management; it is already running in both, Local Area Network and Internet. With this system running in a network, it is emulated the functioning of an organization, in which it is necessary a coordination of multiple actions for making decisions in a collaborative and integrated manner. The work developed in this virtual atmosphere permits the participants to face non structured problems, and also it is possible to develop their own skills and aptitudes for being a good professional. The Virtual Enterprise is managed by a Management Committee, formed by high level alumni and invited professors; they have the responsibility of achieving the productivity levels necessary to its own economic profit. The Intermediate courses alumni are in charge of the resources evaluation utilization. The lowest level alumni are in charge of Data Acquisition and feeding the Data Base. The Virtual Enterprise compromises the Industrial Engineering School as a whole, and all the students feel their belonging since the first courses, it motivates them to search for the knowledge and desire to be an Industrial Engineer.     

现行台阶试验测试指数科学性质疑

依据台阶试验指数测定的原理,从主客观角度指出台阶试验指数测试存在的问题,进而质疑其科学性,认为采用多参数评价或替代性测试项目成绩来体现受测者心血管功能水平,可以增强学生体质健康测试的科学性和可操作性.     

The next step for literacy

The world community committed to support universal access to basic education in 1990. Since then, schools have been built and teachers hired and trained. Twenty years later, many more students were in primary school, but learning assessments showed that most were not learning how to read well enough to use reading to learn. The world community turned its attention to improving instruction. As instruction improved, more students could decode words and read with improved speed and accuracy. However, reading comprehension was still low. Now is the time for the world community to come together and make a commitment that all students will learn to read with sufficient comprehension to use reading to learn.     

微格量化实验成绩，提高有机化学实验教学质量

从培养教师的角度看,化学实验教学应注重学生实验操作的规范性和培养动手能力。为此,我们在有机化学实验教学中进行了微格量化实验成绩的探索,取得了较好的效果。     

对排球跨步垫球的运动学研究综述

排球跨步垫球及以其为基础的各种低姿势垫球是排球比赛过程中使用频率较高的垫球技术动作。本论文采用文献资料法、专家访谈法、实验法、数理统计法、理论分析法等方法,利用三维高清摄影图像解析技术,运用生物力学原理和方法,对排球跨步垫球技术进行测试和分析,寻求跨步垫球动作各环节运动的规律和特征,并在此基础上再进行解剖学、运动学和力学原理综合分析,对受试者动作技术做出诊断、分析与评价,丰富排球教学理论,补充和完善排球垫球的生物力学研究,旨在为排球技术评价、教学与训练提供理论参考,促进我国排球技术水平提高和排球运动的发展。     

SSTM:一种基于西部基础差学生的分步式教学方法

西部高校部分学生学习基础较差,针对这部分学生的课堂教学难以用常规的教学方法进行,作者旨在找到更适合的教学方法解决这一难题.主要工作包括:定义了难度系数(D(a))、正确率(R(n,m))等概念,提出了分步式教学法并证明了相关定理.对采用分步式教学法和未采用分步式教学法的学生进行了实验对比,实验表明:采用分步式教学法的学生中回答问题的正确率要高出33％,完成实验报告的正确率要高出29％,回答问题的准确率要高出50％.因此,分步式教学法是有效的教学方法.     

大学英语作文评改三步法

大学英语作文评改三步法是基于合作学习，对作文进行组评、互评和点评的师生合作批改方法。采用此法，学生可巩固英语写作知识，增强作文评价能力，并提高写作水平。     

跨步电压触电的研究

文章选择半球型电极(火线)接地后的电压分布为研究对象,建立了电场半球形分布的数学模型,通过理论推导得到电极接地电阻及电压分布函数。进而对跨步安全安定电压进行定量推导,并运用得出的结论对高压触电及低压触电事故原因进行了理论说明。     

Establishing word-object relations: a first step

This work explores how infants in the early phases of acquiring language come to establish an initial mapping between objects and their labels. If infants are biased to attend more to objects in the presence of language, that could help them to note word-object object pairings. To test this, a first study compared how long 18 10-14-month-old infants looked at unfamiliar toys when labeling phrases accompanied their presentation, versus when no labeling phrases were provided. As predicted, labeling the toys increased infants' attention to them. A second study examined whether the presence of labeling phrases increased infants' attention to objects over and above what pointing, a powerful nonlinguistic method for directing infants' attention, could accomplish on its own. 22 infants from 2 age groups (10-14- and 17-20-month-olds) were shown pairs of unfamiliar toys in 2 situations: (a) in a pointing alone condition, where the experimenter pointed a number of times at one of the toys, and (b) in a labeling + pointing condition, where the experimenter labeled the target toy while pointing to it. While the pointing occurred, infants looked just as long at the target toy whether or not it was labeled. During a subsequent play period in which no labels were uttered, however, infants gazed longer at the target toys that had been labeled than at those that had not. Thus language can increase infants' attention to objects beyond the time that labeling actually occurs. These studies do not pinpoint which aspects of labeling behavior contribute to the attentional facilitation effect that was observed. In any case, however, this tendency for language to sustain infants' attention to objects may help them learn the mappings between words and objects.     

不能翻身的后母角色--从二十四孝到灰姑娘故事中的后母

不管是二十四孝还是灰姑娘的故事 ,中外民间故事中的后母似乎大多表现为 :阴险、狠毒、虐待继子女。本文以二十四孝故事和灰姑娘故事为主 ,探讨后母角色的普遍形象     

阅读教学导学方法谈

导学 ,指教学过程中 ,学生通过教师的点拨、导读而掌握一些阅读方法 ,从而学会如何学习。导学在体现“教师主导 ,学生主体”方面显得尤为重要 ,在教师指导下 ,独立自学 ,提出不懂的问题 ,师生共同解决一些疑问 ,教师在学生质疑过程中 ,梳理、筛选出需要导读的重点问题或教材难点 ,通过充分的各种形式的读、议、导、学活动突破重难点 ,这样才能真正发挥学生的主体作用。我认为在实践教学中的导学方法主要有 :　　 一、课前设计导读提纲阅读教学课堂导读程序一般为 :明确课题———尝试探索———教师点拨———悟出规律。根据新教材的特点 ,…     

“概念递进“在英语教学实践中的应用

论文从语言的演变过程和语言学习的特点入手,分析出语言中含若干概念层次,若能在教学实践中找准语言的概念层次,并合理引导概念递进,就能让语言学习者充分领会或掌握语言的意境,达到良好的教学效果.文章借助于加涅"学习层级理论"的层层深入论证,证实了概念递进教学的优越性,进一步阐明了在教学实践中应注重概念递进导向,提倡渐入式学习,方可巩固学习的观点.     

Namewriting: A step toward writing and reading

Teacher, I can read all the names on the locker, said Nikki, and to her teacher's amazement, she did. The teacher had expected this class of three year olds to learn to recognize their own names, but she hadn't forseen that some would learn all the other children's names as well.Sally Hruska, a former early education teacher, is a doctoral student at Michigan State University in Lansing. The teachers from Marquette-Alger Head Start provided many of the teaching ideas in this article.