试述远程教育学习活动的三个结合

本文从中观层面，以整体把握论述了远程教育学习者学习活动的状况，提出了自主学习与合作学习相结合；接受性学习与研究性学习相结合；理论学习与实践学习相结合的观点。     

对学习方法的几点认识

变革现行的学习方式和学习方法，是顺应时代发展、关注人的发展以及遵循学习规律的必然要求。它有利于学习者形成适应信息化、学习化社会的终身学习能力。建构新的学习方式和学习方法，关键在于树立新的学习观：倡导“自由学习”，反对“强迫学习”；倡导“自主学习”，反对“求同学习”；倡导“效率学习”，反对“疲劳学习”；倡导运用现代化的学习手段，反对一味地采用传统的学习方法。     

初探高中生对生物学不同学习方式的兴趣

通过对高中生在生物学学习中对不同学习方式的兴趣的调查研究，发现学生们对不同学习方式的兴趣水平差异显，最感兴趣的学习方式是体验式学习；其次是接受式学习；再次是讨论式学习；兴趣水平最低的学习方式是读写式学习。对这四种学习方式的兴趣，男女生之间以及选修不同科目的学生之间的差异均不显；对体验式学习和接受式学习的兴趣，不同年级学生之间的差异均不显，而对读写式学习和讨论式学习的兴趣却是高三年级显低于低年级学生。     

投入学习理论对建构虚拟学习社区的启示

本文阐述了投入学习理论和投入式学习，分析了虚拟学习社区的定位和目前虚拟学习社区建构中存在的问题，认为为了更好发挥虚拟学习社区的作用，保证虚拟学习社区教与学的质量，应该吸取投入学习的原则和经验。具体应该做到：把握知识转化规律，促进认知建构；加强资源建设，互通学习领域；转换师生角色，丰富情感体验；加强合作交互，达到社群认同；提倡合作方式的多样化和基于问题的学习。     

研究性学习的三个层面

作为课程形态的研究性学习；作为学习方式的研究性学习；作为学习理念的研究性学习     

优化课堂教学环境的研究

创设参与的教学环境，让学生主动学习；创设丰富的信息资源环境，让学生在优化的情境中学习；创设知识经验共享环境，让学生在协作中学习；创设真实环境，让学生在体验中学习。通过上述方式优化课堂教学环境，使学生的学习成为有效学习。     

论创知学习与终身学习

创知学习就是创造新知识、新思想、新理论、新方案、新活动、新方法、新技术的学习，它不仅是人的本质和人的自身生存与发展的需要，也是社会发展的需要；它与传统学习有本质区别；创知学习和以创知为基础的终身学习是人类学习的新境界；要搞好这两种学习，就必须改变观念，营造良好的学习环境，掌握新的学习方法和完善终身学习制度。     

基础教育变革与现代信息技术环境下的学生学习问题研究

教育的信息化、学科知识与信息技术的整合，带来学生学习环境的变化。新的环境下学生如何学习，应具备那些学习技能，是每个学生面临的现实。也给老师带来了新的课题，如何教会学生学习，如何培养学生的学习技能，如何评价学生的学习等问题。本文从信息时代对学习的要求；信息素养与运用信息技术的学习技能要求；信息技术环境下学习技能的培养；信息技术环境下学习方法及指导；学习的评价等问题略谈浅见。     

构建合作学习的课堂方式

合作学习是学生学习数学的重要课堂方式之一。通过合作学习完成共同的学习任务，相互实现信息与资源的整合，不断地扩展和完善自我认知。选择合适的学习内容；合理组建合作学习小组；提出研讨问题，明确相关要求；适时分组研讨，给足研讨时间；交流合作时间，提高合作质量；追求合作学习的教育价值。     

新知识观视野中的儿童学习

儿童是怎样学习的?这是一个困扰人类认识论的核心问题。科学意义上的心理学～诞生，便把大量的精力用在对人类学习机制的探索上。各种心理学派都提出了各自的观点。行为主义认为学习是一种刺激和反应之间的连接；格式塔心理学派认为“学习是对理解的探索”；信息加工学说认为“学习是知识的获得”；认知建构主义认为“学习是知识的建构，是意义的制定”；社会建构主义认为“学习是社会的协商”。     

Precise asymptotics in the law of the logarithm for random fields in Hilbert space

Consider the positive d-dimensional lattice d (d≥2) with partial ordering ≤, let {XK; K ∈ d } be i.i.d. random vari- ables taking values in a real separable Hilbert space (H, ||·||) with mean zero and covariance operator ∑, and set partial sums SN =∑K≤NXK, K , N ∈ d . Under some moment conditions, we obtain the precise asymptotics of a kind of weighted infinite series for partial sums SN as ε 0 by using the truncation and approximation methods. The results are related to the convergence rates of the law of the logarithm in Hilbert space, and they also extend the results of (Gut and Spǎtaru, 2003).     

On Turán type inequality with doubling weights andA * weights

LetH _n be the set of real algebraic polynomials of degreen, whose zeros all lie in the interval [−1,1]. The well known Turán type inequalities tell us that forf(x)∈H _n , it holds ‖f′‖≥C√n‖f‖. This note deals with the weighted Turán type inequalities with the weights having inner singularities underL ^p norm for 0<p≤∞. Our results essentially extend the result of Wang and Zhou (2002), and the method used in this paper is simpler and more direct than that of Wang and Zhou (2002). The results and methods have their own values in approximation theory and computation.     

Infrared Absorption Spectra of Serpentine Cat＇s Eye from Sichuan Province of China

Infrared （IR） absorption spectra and X-ray powder diffraction （XRD） patterrns of sexpenfine cat＇s eye from Sichuan Province have been investigated, and infrared absorption bands of the serpentine have been assigned in this paper. The results indicate that the bands near 3 600 - 3 700 cm^-1 belong to the stretching absorption band VOH, the bands in 948 - 1 100 cm^-1 axe assigned to the stretching vibraling band Usvo, and the bands at 600 570 and 440 cm^-1 respectively belong to the bending vibration band VOH, δMg-O and δSi-O. The serpentine cat＇ s eye includes two types： chrysotile and antigorite. Chrysotile has a sharp and intensive band at 3 688 cm^-1 and a weak band at 3 643 cm^-1 , while antigorite has only one intensive band in the region. At vibration band VSi-O, chrysotile and antigorite have a similar feature at 1 071 cm^-1, but the band at 980 cm^-1 in anfigorite has been split into two bands in chrysotile - a strong one at 1 027 cm^-1 and a weak one at 949 cm^-1. In addition, antigorite has a characteristic bending vibrating band δMg-O at 570 cm^-1. Based on the analysis of the feature of crystal structure, their IR differences axe well explained.     

Results on energies for trees with a given diameter having perfect matching

Let Γd2nbe the set of trees with a given diameter d having a perfect matching,where 2n is the number of vertex.For a tree T in Γd2n,let Pd+1be a diameter of T and q = d m,where m is the number of the edges of perfect matching inPd+1.It can be found that the trees with minimal energy in Γd2nfor four cases q = d 2,d 3,d 4,[d2],and two remarks aregiven about the trees with minimal energy in Γd2nfor2d 33q d 5 and [d2] + 1 q2d 33 1.     

On semiotics and subjectivity: a response to Tony Brown’s “signifying ‘students’, ‘teachers’, and ‘mathematics’: a reading of a special issue”

In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.

Supposer et postuler pour produire des connaissances scientifiques: une évidence ou une conquête théorique? Une étude des points de vue d'étudiants

Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.

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Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.

     

Māori science education in Aotearoa New Zealand

Abstract    This article reports on the first two phases of a multiphase science education development project in predominantly Māori kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its entirety employs an action research methodology and by so doing endeavors to support the improvement of science education delivery in accordance with school community aspirations. The full project (a) establishes the current situation in Year 1–8 science education in the communities; (b) identifies developmental aspirations for stakeholders within the communities and identifies potential contributors and constraints to these aspirations; (c) implements mechanisms for achieving identified aspirations; and finally; (d) evaluates the effectiveness of such mechanisms. In its focus on the first two phases, this article incorporates the analytical lenses of Kaupapa Māori Theory and Bronfenbrenner’s bio-ecological model. It concludes by outlining some priorities to consider for science education development based on the outcomes of our preliminary discussions.

一矩阵方程组的反射解

We derive necessary and sufficient conditions for the existence and an expression of the （anti）reflexive solution with respect to the nontrivial generalized reflection matrix P to the system of complex matrix equations AX = B and XC = D. The explicit solutions of the approximation problem min x∈Ф ｜｜X - E｜｜F was given, where E is a given complex matrix and Ф is the set of all reflexive （or antireflexive） solutions of the system mentioned above, and ｜｜·｜｜ is the Frobenius norm. Furthermore, it was pointed that some results in a recent paper are special cases of this paper.     

Phase diagram estimation of the Al2O3-SiO2-Re2O3 systems

Nine limiting binaries of Al₂O₃-SiO₂-Re₂O₃(Re=Nd, Sm, Gd and La) system are assessed. The binary diagrams or experimental information from Toropov, Mizuno, Aramaki, Bondar, Rolin and Coutures are optimized with the substitutional model of Kaufman and Nesor and the approximate formula of fusion free energy for rare earth element oxides of Wu and Pelton. The extracted Gibbs free energies of pure solid oxides and stoichiometric phases and the solution parameters are used to estimate the corresponding binaries, liquidus surfaces and a series of isothermal sections of four ternaries Al₂O₃-SiO₂-Nd₂O₃, Al₂O₃-SiO₂-Sm₂O₃, Al₂O₃-SiO₂-Gd₂O₃, and Al₂O₃-SiO₂-La₂O₃. In the Al₂O₃-SiO₂-Gd₂O₃ system samples as fired at exact temperature with different compositions were analyzed by X-ray diffractometer and the detected results are fitted with the calculation of isothermal sections. Supported by State Key Lab of High Performance Ceramics and Superfine Micro-structure (9517 and 9708)