探究案例的设计与解读--以"物体浮沉条件"的探究为例

基于新课程理念下的课堂教学设计应注重教学的策略和教学思路的设计 ,尤以教学思路的设计为重点 .其具体化、实施化可成为动态、生成化的方案 .这能适应交互动态、互动生成的真实的教学过程 .以“主动·探究·合作”为特征的小组探究性学习的“真谛”是 ,使整个探究过程真正做到“形散而神不散”     

美国教材"现代世界中的化学:概念和应用"简评

美国教材“现代世界中的化学：概念和应用”值得我们在编写化学教材时参考。该教材课程目标及学习活动设计合理，注重科学方法和学习方法的学习，强调化学与社会、生活的联系。课文辅助系统丰富，语言通俗流畅，并有配套的《教师手册》。     

The development of an illustration design model

A method is described for isolating factors which influence the ability of a reader to comprehend the message of an illustration. It is suggested that a flow chart or model can be constructed from these factors to highlight potential problem stages in an author's design of an illustration. The model is constructed using data from comprehension trials and critical commentary with readers, incorporating a set of factors which would be of use to prospective authors of illustrations. The procedure is largely non-experimental and intended to demonstrate a procedure for model building.The research presented here formed part of his Doctor of Philosophy program at Griffith University, Brisbane, which was awarded in 1986.     

A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text

In three experiments, college students read a text explaining how lightning works and then took problem-solving transfer tests. Some students (integrated group) also viewed illustrations depicting the major stages in the formation of lightning that (a) were placed adjacent to corresponding text paragraphs and (b) contained annotations repeating the verbal cause-and-effect information from the text. Other students (separated group) viewed the same illustrations (a) on a separate page and (b) without annotations, after they had finished reading the text. The integrated group generated approximately 50% more creative solutions on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology than for high-experience students. The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. Results were interpreted in light of a generative theory of multimedia learning which posits that meaningful learning requires constructing connections between visual and verbal representations of a system.     

Physical environment as a 3-D textbook: design and development of a prototype

The use of the physical environment as a three-dimensional (3-D) textbook is not a common practice in educational facilities design. Previous researches documented that little progress has been made to incorporate environmental education (EE) into architecture, especially among the conventional designers who are often constrained by the budget and building area requirements. This article presents an exploratory project to develop a prototype for the 3-D textbook. The author does not formulate ideas and concept based on the pre-determined specs in a design brief. Instead, the design solution evolved through a qualitative case study conducted at the Green School in Bali, Indonesia. Data were collected through a series of interviews and on-site observations. The qualitative findings uncovered four design features for the 3-D textbook. A prototype was subsequently developed using the design features as a blueprint. The prototype serves as a testing ground for new ideas as well as a platform to promote awareness and acceptance of the 3-D textbook among the practitioners. Consequently, this article attempted a significant proposition to bring together architecture and EE, thus potentially contributing to a field of knowledge that embraces design and education.     

Evaluation of school psychological services: A case illustration

This article illustrates how school psychological services were evaluated in two elementary schools. Questionnaires were used to solicit input from students regarding individual counseling and classroom guidance activities. Rating scales were used to solicit input from parents regarding the assessment service and from building staff regarding their perception of the school psychologist in general. Procedures, results, and recommendations are discussed. © 1996 John Wiley & Sons, Inc.     

商场展示空间设计及原则

商品陈列是商场内部环境设计中的重要组成部分,通过展示陈列商品可以突出商品特征,增强顾客对商品的注目、了解、记忆与认知程度,从视觉效果到触觉诱导顾客。商品陈列的效果与商店空间尺寸、商品陈列的位置(高度、深度)、商品与顾客之间的距离及商场的陈列方式有关。     

教科书制度的比较研究与改革对策

教科书是教学活动的重要依据,在教育系统中处于核心地位。教科书制度对于规范教科书市场、提高教科书质量起着十分重要的作用。考察一个国家的教科书制度要把它放在政治、经济、文化的大背景下研究。我国正处在经济体制转型时期,在市场经济条件下教科书管理模式也要进行相应的改革。对一些典型国家的中小学教科书制度进行了比较研究,同时对在市场经济条件下如何建立与我国国情相适应的教科书管理制度提出了相关的对策和建议。     

关于高中生物教科书图文整体设计的思考

图文配合是否得当是判断教科书质量高低不可或缺的标准之一。本文就高中生物学教科书在编写时文字系统与图像系统的整体设计提出了一些建议。在选取图像时,要发挥不同类型图像的优势并融入一些隐性的价值;在图像的组织方式上,要注意灵活多样,兼顾不同类型的图像组合使用;在工作方式上,美术编辑要提前介入,与文字编辑相互沟通。     

"乙醇"(新教材)教学设计

[设计思想] 本节课采用"启发一探究"式的教法,通过"创设问题情景、提出假设、探索问题",以问题为核心、启发为手段,引导学生主动进行实验探究,体验科学家的发现过程,使学生初步了解自然科学研究的科学思维方法和创新技法.同时,运用现代教育教学手段,藉多媒体动画形象直观地展现学生发现的"新知"和微观结构,以丰富学生的情感体验并激发学生的创新意识;最后借研究性学习课题的提出,为学主创设一个更为广阔的施展创造力的空间.     

建构主义的教学设计原则

建构主义的由来与发展 建构主义(constructivism)也译作结构主义,其最早提出者可追溯至瑞士的皮亚杰(J.Piaget)。他是认知发展领域最有影响的一位心理学家,他所创立的关于学生认知发展的学派被人们称为日内瓦学派。皮亚杰的理论充满唯物辩证法,他坚持从内因和外因相互作用的观点来研究学生的认知发展。他认为,学生是在与周围环境相     

板书设计应遵循的原则

有人把板书比做"微型教案",的确很恰当,很形象.板书作为教学中直观的无声语言,它与口头语言紧密配合,确实可以使学生了解到教师的教学意图,从而对课文的主要内容、重点、难点有一个总体的把握.为了充分发挥板书"微型教案"的作用,在设计中应遵循计划性、概括性、规范性和多样性等原则.     

数控系统中的干扰抑制

介绍了数控系统中的干扰抑制。从电网干扰抑制、数字信号线干扰抑制、模拟信号干扰抑制方面,对感性负载加吸收电路来抑制瞬态噪声作了详细说明,可避免干扰造成的数控系统的“软”故障。     

对偶原理的研究性实验设计

介绍了新开发的研究性、自主性实验--"对偶原理研究"的实验设计思想和方法.从教学效果看,将验证性实验研究性化是电路原理实验改革与创新的方向.     

The British universities and the state: A comment

This article comments on the relationship between British universities and government departments with special reference to the work of the University Grants Committee and the role of its Chairman. The extent to which universities are free to exercise discretion is delineated and the place of lay (i.e., non-academic) people in university government is described. The future would seem to call for increased political adroitness on the part of those who govern universities if the unusual freedom at present possessed by British universities is to be retained.A lecture given at the University of Lancaster on May 28, 1979. Sir Charles Carter was formerly Vice Chancellor, University of Lancaster.     

Social justice and its renewals: A sociological comment

Education Action Zones (EAZs) were launched in the United Kingdom in 1998 as 'the standard bearers in a new crusade … to modernize education in areas of social deprivation, and hailed as a third way in education.' In the light of the authors ' ongoing evaluation of a single EAZ, the article examines the extent to which the ambitious claims made by government have been realised. It assesses the extent to which EAZs can be viewed as part of the British twentieth-century theme in education of tackling inequality. It demonstrates that EAZ policy was riddled with tensions and paradoxes arising out of the eccentric mix of neo-liberal, social democratic and Third Way approaches to addressing educational inequality. The article concludes that EAZs suffered from three types of error: concept, process and outcomes, and hence were a mission impossible. The authors argue that EAZs may, hopefully, be a lesson in making the vision of resolving education inequality possible.     

风力机模拟原理和实验平台设计与实现

采用相似理论和标幺方程一致性,建立风力机比例模型,明确了模拟系统与实际系统的对应关系。设计了由变频器与三相异步电动机构成的风力机与发电机的物理结构,实现了一套风力机模拟实验平台。基于LabVIEW,在上位机实现风力机模型与电机控制策略,并建立了整体监控界面。该平台能模拟不同风速、不同桨距角以及不同输出功率等条件下的风力机特性。实验结果证明了平台构建的合理性和正确性,满足了风电技术教学与实验研究的需要。