论心理实验的三大方法

本文通过归纳分析，提出了研究人心理现象的三大实验方法，即实验内省法，实验行为分析法和实验生理描记法，文章全面论述三大心理实验方法的产生，发展及其局限性，同时阐述了三大心理实验方法对心理学的发展所产生的影响作用，使研究者从中吸取有益的经验教训，从而推动心理学研究方法的改进。     

高考物理实验的基本实验方法应用

基本实验方法包括：实验原理的设计方法、实验误差的控制方法和实验数据的处理方法。高考历来重视对实验方法的考查，考试大纲中有“设计和完成实验的能力”的要求，但设计的前提是掌握基本的实验方法和实验原理。在中学物理的学生分组实验、演示实验中，渗透着许多重要的带有普遍意义的实验方法，在复习中，只有领悟了这些实验方法的精髓，才能灵活地迁移应用到新情境中去解决相关的实验问题。高考对实验方法的考查通常有两种方式：一是以教材中的学生分组或演示实验为背景，考查对这些实验方法的理解迁移能力；二是以全新的材料为背景，考查灵活运用学过的实验方法来设计新的实验方案的能力。随着高考对能力要求的逐步提高，     

从四个不同的角度探究实验的设计问题

设计型实验，就是根据实验目的，运用掌握的物理规律、实验方法，选择熟悉的仪器、器材设计实验方嘉设计方案包括选用合适的实验方法、选择配套的实验器材、安排正确的实验步骤、设计科学的数据处理方法，采用客观的误差分析方式，最后给予总结和评价．     

生物学实验题的题型及应对策略

生物学是一门实验科学，实验题一直是高考的重要内容．从近几年高考实验题型的变化来看，借助实验方法创设新情境，侧重考查考生对实验进行解释和分析的能力已成为命题趋势，其中设计型实验题更是热点．所谓实验设计，就是要求考生设计实验原理，选择实验器材，安排实验步骤，设计数据处理的方法及分析实验的现象。     

物理实验

实验是研究物理的重要手段和方法，是高考必考的重要内容之一．本专题复习的是物理必修1、必修2和选修3-1中的主要实验内容，包括基本实验仪器和基本学生探究实验，重在仪器的使用、实验原理的理解和实验方法运用．     

物理实验中应注意的几个问题

高考对实验的考查，是实验原理的重中之重．实验方法、实验步骤、仪器的选择、数据处理及误差分析等都是从实验原理中派生出来的．对实验原理的深入理解和熟练掌握，是高考实验复习的重点，本文主要从实验原理和实验方法上就大纲规定的学生实验中应注意的一些问题作简单的讨论．     

师专化学实验改革的构想

通过分析师专化学实验中现存的问题，提出了从实验内容，实验方法，实验管理手段三方面进行化学实验改革的初步构：主张在实验内容的改革上要注重实验内容的系统性，实用性、经济性和低毒性；在实验方法上要在分组方法和指导实验的方式上进行改革；在实验管理手段上要做到科学化、现代化。     

从四个不同的角度探究实验的设计问题

设计型实验，就是根据实验目的，运用掌握的物理规律、实验方法，选择熟悉的仪器、器材设计实验方案．设计方案包括选用合适的实验方法、选择配套的实验器材、安排正确的实验步骤、设计科学的数据处理方法。采用客观的误差分析方式。最后给予总结和评价．     

电阻测量问题分类例析

《全日制中学物理教学大纲》对培养学生实验能力的要求是这样阐述的：能明确实验目的，能理解实验原理和方法，能控制实验条件，会使用仪器，会观察分析实验现象，会记录、处理实验数据并能得出结论，能灵活地运用已学过的物理理论、实验方法和实验仪器去处理问题．笔者认为，掌握物理学的基本理论、实验方法是基础，能控制实验条件是关键，而使用仪器、观察数据及分析过程是达到实验目的的有效手段．[第一段]     

浅谈高考物理实验复习备考应对策略

实验能力是高考物理要考查的五大能力之一，它要求学生能在理解的基础上独立完成“知识内容表”所列的实验，明确实验目的，理解实验原理，控制实验条件；会运用这些实验中学过的实验方法；会正确使用在这些实验中用过的仪器；会观察分析实验现象，处理实验数据．并得出结论。     

基于智能化物流预测模型的实现

研究了智能物流管理控制系统在实现过程中所采用的理论和技术方法,用神经网络技术建立物流预测模型,提出了物流预测模型的层次结构和物流预测模型的知识发现流程,用BP网络算法进行设计,通过实例进行了实验并对实验结果进行分析。     

Visual Defects as Factors Influencing Achievement in Reading

In this review an attempt is made to determine what findings can be drawn from discovery learning experiments. The results of these experiments are conflicting and often insignificant, but they tend to favor discovery learning methods compared to other teaching methods. However, many results are suspect due to limitations in experimental design and analysis, as is demonstrated in a critical analysis of the studies. Also, direct comparison of experimental findings is difficult due to differing ideas concerning the nature of discovery learning, Progress in this field will be limited until the experimental methodology is improved, and until acceptable operational definitions of discovery learning variables are used; some relevant proposals are briefly discussed.     

“计算机网络”课程教学的探索与实践

本文针对计算机网络教学过程中面临的问题,在分析计算机网络自身特点的基础上,提出挖掘各层次间的联系,扩展知识面,完善实验环节等措施。教学实践表明,这些方法有助于提高学生学习兴趣,培养他们分析问题和解决问题的能力,收到了较好的教学效果。     

New models of teacher-student interaction: A critical review

The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability of the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principles of the models applied to the practice fulfill the general theoretical expectations upon which they are based.     

基于小波阈值去噪的改进方案

在D.L.Dohono提出的软、硬阈值去噪方法的基础上,提出了两种新的阈值函数,并对小波阈值的去噪算法进行仿真实验研究。首先分析软、硬阈值去噪法及最新的阈值改进算法,在此基础上提出两种改进小波阈值去噪算法,然后用提到的各种小波阈值去噪算法对指定图像进行去噪仿真研究,最后基于实验结果进行对比分析。新阈值函数在图像去噪方面要优于传统的软、硬阈值函数。能更好的保留原始图像信息,提高峰值信噪比并降低均方误差。     

Research Methods and Types of Evidence for Research in Educational Technology

Recent concern about lack of scientific rigor in educational research has led to a reexamination of educational research methods. Methodology requires particular attention when researchers study learning in complex learning environments such as classrooms or computer-driven environments that simulate complex processes. This article reaffirms the importance of experimental research for answering some research questions. It argues that nonexperimental methods, such as design experiments and methods applied to the study of large-scale educational programs, such as randomized field trials, are useful for answering other kinds of research questions about learning in complex settings. This article discusses the validity of evidence gathered using these nonexperimental methods. Finally, it suggests that the study of the dynamics of learning can help integrate data from experiments that reveal details about learning and data from nonexperimental research that reveal how learning occurs in complex settings.     

深化物理实验的教学改革

提出目前物理实验在系统、教学内容及方式等方面许多值得探讨之处.论述上述各方面随着形势的发展和社会的需要应作的变动.     

Assessing Methods for Generalizing Experimental Impact Estimates to Target Populations

ABSTRACT

Randomized experiments are considered the gold standard for causal inference because they can provide unbiased estimates of treatment effects for the experimental participants. However, researchers and policymakers are often interested in using a specific experiment to inform decisions about other target populations. In education research, increasing attention is being paid to the potential lack of generalizability of randomized experiments because the experimental participants may be unrepresentative of the target population of interest. This article examines whether generalization may be assisted by statistical methods that adjust for observed differences between the experimental participants and members of a target population. The methods examined include approaches that reweight the experimental data so that participants more closely resemble the target population and methods that utilize models of the outcome. Two simulation studies and one empirical analysis investigate and compare the methods’ performance. One simulation uses purely simulated data while the other utilizes data from an evaluation of a school-based dropout prevention program. Our simulations suggest that machine learning methods outperform regression-based methods when the required structural (ignorability) assumptions are satisfied. When these assumptions are violated, all of the methods examined perform poorly. Our empirical analysis uses data from a multisite experiment to assess how well results from a given site predict impacts in other sites. Using a variety of extrapolation methods, predicted effects for each site are compared to actual benchmarks. Flexible modeling approaches perform best, although linear regression is not far behind. Taken together, these results suggest that flexible modeling techniques can aid generalization while underscoring the fact that even state-of-the-art statistical techniques still rely on strong assumptions.     

What kind of creature is a design experiment?

This article considers the emerging method of design experimentation, and its developing use in educational research. It considers the extent to which design experiments are different from other, more established, methods and the extent to which elements of established methods can be adapted for use in conjunction with them. One major issue to be addressed before the metaphors and methods of design experiments can be fully accepted is that they assume the combination of different forms of data from different sources. How this combination takes place is, as yet, unresolved. The article, therefore, looks at similar problems also faced in ‘new’ political arithmetic, research syntheses and field trials to see how lessons learned in these approaches could help in the development of the design field.     

对用特定转子位置静测法测定凸极同步电机参数的讨论

本文在实验的支持下,对用特定转子位置静测法所测得的参数进行了讨论,认为这些参数并不常为超瞬变电抗,也可以是瞬变电抗,并对这些参数与其他方法所测得的参数的不同进行了说明。