投影机亮度刍议

投影机的亮度是投影机最主要的指标之一。早期的投影机由于亮度相对较低，加上对投影机亮度上认识的不足，直接导致了大量投影机没有正常发挥作用。近年来，投影机亮度的大幅提升，各种亮度的投影机满足了不同场合的要求，因此投影机亮度指标还是用户选择投影机最重要的参考因素。然而，不少厂商利用这种心理，在亮度指标上大做文章，损害用户利益。弄清投影机亮度的意义、分析影响投影亮度的因素是选择好、使用好投影机的关键。物理学上的亮度、投影机的亮度指标和人们感觉到的投影机视觉亮度是三个既有联系又有区别的概念，现简述如下： …     

投影机中"三分钟延时"电路的原理分析和改进

"三分钟延时"电路对投影机起着非常重要的保护作用.在投影机关机后,必须对投影机内部元件进行散热冷却,设置"三分钟延时"保护电路能避免频繁开关投影机对灯泡和液晶板造成的损坏.文章分析了延时电路的工作原理,以及如何利用简单实用、低成本电路,对老式投影机进行改进,并介绍了有效延长投影机使用寿命和保护液晶板的措施和方法.     

多媒体教学投影机的购置及常见故障处理

随着计算机多媒体技术以及现代教育技术的普及,投影机在教学过程中的地位越来越重要,各级各类学校在投影机上的资金投入都在成倍的增加,投影机技术也因此得到了快速发展,市场上出现了各种型号、规格的产品。据不完全统计,国内市场上现在大约有近60个品牌,400多种机型。这给了用户很大的选择余地,同时也增加了选择的难度。本文主要从投影机的基本类型和特性出发,探讨在多媒体教学中,如何选择购置合适的投影机,投影机在教学使用中出现故障如何分析、处理。2.液晶显示(LCD—Liquid CrystalDisplay)投影机LCD投影机可分为液晶板投影机和液晶…     

投影机对比度辨析

学校多媒体教学大量使用投影机,对投影机的各种性能指标也越来越挑剔。投影机对比度这个技术参数出现后引起一些讨论。本文希望通过对该参数的分析,使得用户能够更加科学和客观地对投影机进行选购。     

投影机的分类参数与选购

介绍了投影机的分类、投影机光源及其特点投影机技术指标及选购投影机的注意事项。     

中小学投影机招标采购漫谈

介绍了中小学在投影机招标采购时的注意事项和招标投标的程序，同时也对目前LCD投影机在教育领域的市场优势和用户的需求作了分析。     

派克斯投影机投出精彩每一刻

纵观投影机的发展历程,从最初的三枪投影机(又叫阴极射线管投影机)到L CD(液晶)投影机,再到DL P(数码)投影机,投影机的发展经历了几个过程。三枪投影机的低亮度、液晶投影机的低对比度、液晶板老化速度过快已经越来越成为一个不可回避的缺憾。派克斯新推出的新型投影机PR- X85     

LCD与DMD显示器件投影机图像效果及性能比较

通过对多媒体教学中常用的LCD和DLP以及新投入市场的LED激光混合光源投影机的光源、分光系统、显示器件分析、对比和研究,得出三种投影机在投影图像显示效果及投影机性能方面的差异,为用户选购投影机提供参考。     

投影机偏色故障处理

目前,投影机已在各类学校中广泛普及。由于用户操作不当,投影机在使用中经常会出现各种故障。笔者根据自己的使用维护经验,谈谈投影机偏色故障的分析与处理。故障1:日立HX2000投影机,投影画面只有红色和绿色,缺蓝色。学校的日立HX2000投影机是2002年批量购置的,一直吊装在各个教室中使用。该投影机主要参数为:标准分辨率1024×768;标称亮度2000流明;3片式LCD技术。有一天,上课老师打来电话,说该班级的投影机出问题了,投影不清晰,颜色发黄。过去一看,发现投影画面只有红色和绿色,缺蓝色,所以颜色发黄。因为投影机吊装在教室天花板下,学生…     

派克斯投影机投出精彩每一刻……

当大部分地区仍在以LCD投影机的作为教育主流投影机的时候,在华南、华东等地,DLP投影机已经成为教育采购的主流机型了。随着低亮度三枪投影机(又叫阴极射线管投影机)退出了投影机舞台,高亮度、高均匀度的LCD(液晶)投影机取而代之,但LCD投影机液晶板老化速度过快的缺憾日渐凸显,不仅难以满足现代的图形化教学需求,也无形中增加了学校的教学成本。而随着DLP(数码)技术的使用,DLP投影机的高对比度及其DMD芯片组长达10万小时的使用寿命,使得这些问题得以迎刃而解。派克斯新推出的新型投影机PR-X850在拥有DLP传统技术特点和高达2000∶…     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。