采用现代加工技术提高自制教具水平——以“电磁阻尼”和“海狮戏球”自制教具为例

自制教具是补充实验教学资源的重要路径,但是传统的加工技术在制作高精度、特殊构型教具时的高水平技术要求,制约了自制教具的开发.现代加工技术的发展提供了高精度、复杂加工的能力,为自制教具提供了新途径.本文以“电磁阻尼”和“海狮戏球”两个教具制作为例,展示了激光切割等现代加工技术在自制教具中的应用,丰富了电磁学教学的实验资源.     

低质数据源条件下特殊地形的高精度DEM制作

介绍了DEM的应用和DEM的一般制作过程,通过淮河入海水道的DEM制作,探索出一套在低质数据源条件下针对特殊地形制作高精度DEM的方法.     

磁悬浮轨道梁模板制作与工艺控制

介绍上海市磁悬浮轨道交通线工程磁悬浮轨道梁模板的制作与工艺控制方法,探讨高精度模板加工工艺控制。     

一种顾及地形特征的山区LiDAR高精度DEM提取算法

针对目前常规DEM插值算法无法很好地表达断裂区域地形细节的问题,提出了一种基于地形特征约束的高精度DEM插值算法。首先利用离散点构建无约束TIN,然后利用边缘检测算法提取地形断裂特征,并嵌入地形断裂线作为约束,构建约束TIN,在此基础上制作高精度DEM。最后,利用黄土高坡数据进行了DEM提取实验。结果证明,该算法较传统算法在地形细节的保留上更具优势。     

磁悬浮轨道梁模板制作与工艺控制

介绍上海市磁悬浮轨道交通线工程磁悬浮轨道梁模板的制作与工艺控制方法,探讨高精度模板加工工艺控制.     

CCD机器视觉在精密机械部件外观缺陷检测中的系统结构研究及应用

本文设计的基于CCD工业相机的机器视觉技术能够实现对机械精密工件进行高质量的自动检测。该系统采用高精度的CCD工业相机作为图像采集部件,使系统能够较好地实现实时高精度自动检测。并对制作的样机进行测试,最后对未来的发展方向进行了展望。     

基于Authorware的导学型多项选择题制作

用Authorware软件制作课件很大优势在于灵活的人机交互功能,而多项选择题是实现人机交互中的重要部分,制作程序相对复杂,对于初学者不易掌握。根据学习者的情境和意愿,选择题又分为导学型和测试型两种。结合导学型多项选择题的制作,介绍点击式和填充式两种交互方式的制作过程。     

宽光谱监控法制作红外超宽带减反膜的研究

高科技光电仪器的不断发展要求仪器的光谱使用范围越来越宽,从而对光学元件的薄膜特性和精度提出了更高的要求,红外超宽带减反膜就是为适应这些需求而开发的一种膜系。宽光谱监控法是镀制高精度红外超宽带减反膜的最合适、最有效的方法之一,本文根据薄膜光学的基本方法,通过膜系设计、实际的制作过程和制作结果,充分证实了这一点。     

高精度时钟系统的设计

近几年来，随着科学技术的进步和时代的发展，人们对时间精度提出了越来越高的要求，特别是在国防、科研及电力、铁道、交通、航海等方面，所以，研制高精度时钟系统已越来越重要。现用Motorola公司的GT-on-core GPS接收模块来制作高精度时钟系统。     

Office2000网页制作技巧

在当今网络发达的时代,许多喜欢上网的人都有一个自己制作网页的想法,除了用一些专门制作网页的软件之外,我们大家很熟悉并经常使用的办公软件Office2000也有着强大的网页制作功能,下面就从以下几点谈谈用Office2000制作网页的方法。Office2000网页制作工具介绍在Office2000中除了Outlook之外的所有组件中均安排了制作网页的功能。其中Word2000有两种制作网页的方法:一种是利用Web页向导制作网页,另一种是将普通文档存为HTML文件;Excel2000也有两种制作网页的方法:一种是将Excel2000中的表格或图表插入到已有的HTML文件中,另一种是将…     

Student teachers’ collaborative research: Small-scale research projects during teacher education

Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable.     

Words for Artworks: The Aesthetics of Meaning Making

In this article we introduce a research strategy that involves the making of visual maps by individuals in response to their interactions with artworks. The maps record the meaning‐making processes involved in the encounters and provide us with permanent records of otherwise ephemeral experiences. The case study presented here provides data for comparisons between three visits each to two artworks exhibited at the Calouste Gulbenkian Modern Art Centre in Lisbon. We conclude that our meaning‐making strategy is important for its own heuristic research value in both formal and non‐formal educational contexts, as well as providing an instrument for the training of teachers and museum educators.     

Policy making processes with respect to teacher education in Finland and Norway

This article examines policy making processes in the area of teacher education (TE) in Finland and Norway. Particular attention is given to the roles different actors play in these processes and the potential effects of their involvement on the TE programs in the two countries. Contemporary policy processes are analyzed through a set of interviews with profiled and experienced policy makers in the area in question. The analyses show that TE policy processes in Norway rely heavily on political actors and changes in political conditions, while Finnish TE policy processes rely more on academic expertise in the development of TE policies.     

Developing Curriculum Leadership in Schools: Hong Kong perspectives

This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.     

An integrated model of emotion processes and cognition in social information processing

Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision making, and a revised model is proposed into which emotion processes are integrated. Hypotheses derived from the proposed model are described.     

针织布料服装的处理方法

针织布料是由线圈组成, 由于其弹性大、伸缩能力强、容易变形等特点,在制作处理上与梳织布料有很大的不同, 文中主要介绍其在设计、裁剪、缝制、熨烫等方面要注意的问题、达到的要求、应该采用的处理方法。     

Learning through transitions: The role of institutions

In this paper two models are proposed for analysing transitions in education. Firstly, transitions are the processes that follow ruptures perceived by people. They include learning, identity change, and meaning making processes. Secondly, processes of change are observed through a semiotic prism, articulating self-other-object-sense of the object for self, and located in a specific social frame. Transitions are thus analysed as reconfigurations of such semiotic prism. The paper proposes to highlight the role of institutions as social frames likely to facilitate, or constrain, such reconfigurations. The role of institutions in transitions is discussed through three case studies: the transition to vocational training, the transition out of a religious school, and the transition to work at war-time.     

Who Influences Policy in Early Childhood Services?

This edition of the journal explores some of the ideas about policy‐making in early childhood services. In this introductory article I review ideas about policy‐making processes and policy agendas and what processes shape them, with particular reference to the relationship between research and policies on early childhood services. I write as a researcher working within a child development framework, and as someone who has been a participant in such policy making processes at a European and at a UK level. In this introduction I also set a context for the other articles which follow.     

Social‐Cognitive Development,Ethical and Legal Knowledge,and Ethical Decision Making of Counselor Education Students

Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.     

Moments of Inclusion and Exclusion: pupils negotiating classroom contexts

This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educational research but less often used in research and thinking about ‘inclusive’ schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literate understanding of the processes of inclusion and exclusion is necessary both to highlight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitarian change.