The real effects of pseudo forces

A clear comprehension of the Newtonian notion of force remains elusive to many students due to lack of experience with observations in a noninertial frame of reference. In this article is described a software that can be easily run on a desktop computer and which acquaints the student user with the Newtonian notion of force. Fundamental principles of causality and determinism in Newtonian mechanics are elucidated.     

对外汉语中语篇衔接与连贯问题的探讨

对于大多数留学生来说,听、说、读、写、译五项言语技能中,最困难的、掌握最差的是写。要想写得好,除了通过各种手段丰富学生的汉语语感,培养学生的语境意识外,注重从语篇的角度培养留学生的汉语思维习惯和能力,才能满足学生进行比较自然得体的汉语书面交际的需要。     

论辞章之艺术联贯

一篇辞章是由＂意＂（情、理）与＂象＂（事、物﹝景﹞）融铸而成的。其中不仅＂意＂与＂象＂本身形成＂二元对待,＂即＂意＂与＂意＂或＂象＂与＂象＂之间,也形成＂二元对待＂。就在这＂二元＂之间,是必须加以联贯的,而其整体（即全篇之情、理与事、物﹝景﹞）,更要藉＂层次逻辑系统＂或＂多＂、＂二＂、＂一（0）＂螺旋结构,以形成其严密组织。本文即以此切入,着眼于其整体之艺术联贯,探讨其理论基础及其类型,以见辞章艺术联贯在辞章上所产生之重要作用。     

Teaching Image Formation by Extended Light Sources: The Use of a Model Derived from the History of Science

This research, carried out in Greece on pupils aged 12–16, focuses on the transformation of their representations concerning light emission and image formation by extended light sources. The instructive process was carried out in two stages, each one having a different, distinct target set. During the first stage, the appropriate conflict conditions were created by contrasting the subjects’ predictions with the results of experimental situations inspired by the History of Science, with a view to destabilizing the pupils’ alternative representations. During the second stage, the experimental teaching intervention was carried out; it was based on the geometrical optics model and its parameters were derived from Kepler’s relevant historic experiment. For the duration of this process and within the framework of didactical interactions, an effort was made to reorganize initial limited representations and restructure them at the level of the accepted scientific model. The effectiveness of the intervention was evaluated two weeks later, using experimental tasks which had the same cognitive yet different empirical content with respect to the tasks conducted during the intervention. The results of the study showed that the majority of the subjects accepted the model of geometrical optics, that is, the pupils were able to correctly predict and adequately justify the experimental results based on the principle of punctiform light emission. Educational and research implications are discussed.

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

A lack of congruency between the teaching and learning of science and the student’s personal worlds has long been recognised by the international science education community as an issue deserving space in the research agenda. The purpose of this study was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted by school science.

非惯性系中非轻质弹簧的弹性力分布

应用圆柱形弹簧的劲度系数公式和胡克定律,导出非惯性系中形变前后非轻质静止弹簧上同一点相对于弹簧固定端的距离关系式,给出弹簧非均匀形变的数学表述,推导非惯性系中静止弹簧形变量与弹簧两端所受外力的关系式和弹簧上任意处弹性力的计算公式,讨论非惯性系中非轻质静止弹簧形变后的弹性力分布问题.     

The Sense of the Worthy as a Motivation for Studying: The Case of the Yeshiva

This paper describes a type of motivation for studying that has not been accorded sufficient psychological consideration - namely, motivation based on belief in the worthiness of the subject matter. This sort of motivation is distinguished from both intrinsic and extrinsic motivation. It is exemplified by the motivation for studying at the Yeshiva, an institution in which the sense of the worthy is explicitly highlighted. Interviews with highly motivated Yeshiva students reveal that the sense of the worthy is central to them and also constitutes an anchor to other types of motivations for studying. We point out two factors that enhance the effect of the sense of the worthy at the Yeshiva - its ethical orientation and its being a total institution. The interviews suggest that being motivated by the sense of the worthy does not lessen the students’ feelings of autonomy or their intrinsic motivation. We suggest two intervening variables between having a sense of the worthy and acting accordingly - the associated feelings and the individual’s sense of identity. By examining two important motivations for studying - the needs for achievement and self-actualization - we point out the influence of culture on the expression of these needs. Finally, we suggest that the sense of the worthy can and should serve as an important motivational factor in liberal education as well.     

对"以学生为中心"的开放教育教学模式的认识

“以学生为中心“的开放教育教学模式,就是个性化教学和学生自主学习.开放教育必须实施和完善“以学生为中心“的学习支持服务体系和教育管理.     

运用有效影视手段改革英语听力教学模式

传统的英语听力课教学存在着诸多弊端,而在听力课中引入影视片段能带来意想不到的教学与学习效果。文中首先简要概述了影视教学的理论基础及方法,然后笔者以影片《灰姑娘的故事》、《穿普拉达的女王》与《泰坦尼克号》为例,介绍自己的教学手段,提出如能合理利用影视资源并辅以有效方法,影视手段必能激发学生学习兴趣,提高学生听说能力和跨文化交际能力,以及发展他们的多元智能。     

Introduction Teaching Situations as Object of Research: Empirical Studies within Theoretical Perspectives

This volume gathers contributions that share the same double concern: to focus on teaching situations in classrooms, especially the work of the teacher, and to be strongly anchored in original theoretical frameworks allowing to take the classroom situation as unit of analysis. The contributions are not a representative sample of all research sharing this focus worldwide. The theoretical frameworks are grounded mainly (but not solely) in the theory of didactic situations (Brousseau, 1997) and the anthropological theory of didactics (Chevallard, 1992, 1999). There are 11 articles altogether, 9 of which present research works within the chosen theme and focus. The other two are commentary papers offering a reflection on studies of classroom situations from the point of view of other theoretical viewpoints. “Original” in the sense of having been developed specifically for research in mathematics education and not borrowed from other domains such as psychology, sociology, etc.