人工智能视野下的问题求解模式

科学发现中的内在机制一直是吸引科学哲学家的一个重要的领域,许多的科学哲学家对此寄予了极大的关注,无论是早期的哲学家休谟、波普尔、还是近代的西蒙、纽厄尔等人都着迷于科学发现的领域。从S-Q—S模型的提出到问题求解的启发式模型的提出,在科学发现的领域中引导人们逐渐步入了认识科学发现的殿堂。     

从化学机遇看科学思想方法的重要性

综观化学史上许多重大发现和成就,可以发现有许多是在偶然事件中发现的,但能不能应用科学思想方法去分析解决它,结果就大不一样。从化学史上几个重要的发现可看出科学思想方法的重要性。     

Standard model, Higgs Boson and what next?

One hundred years of Fundamental Physics, starting with discoveries such as radioactivity and electron, have culminated in a theory which is called the Standard Model of High Energy Physics. This theory is now known to be the basis of almost all of known physics except gravity. We give an elementary account of this theory in the context of the recently announced discovery of the Higgs Boson. We conclude with brief remarks on possible future directions that this inward bound journey may take.     

Hans Bethe, the sun and the neutrinos

We give an elementary review of recent discoveries in neutrino physics, culminating in the solution of the solar neutrino problem and the discovery of neutrino mass. Atmospheric neutrinos, reactor neutrinos and other important developments are also briefly described. G Rajasekaran is a theoretical physicist at the Institute of Mathematical Sciences, Chennai. His field of research is quantum field theory and high energy physics. Currently he is working in the area of neutrino physics.     

Deeper than rhizomes,becoming decalcomaniacal: a reflexive response to Murakami and Siegel’s “Becoming Bermuda grass”

In responding to Murakami and Siegel’s “Becoming Bermuda grass,” one is led to reflect on one’s own practice in what becomes an example of reflexivity. Following the authors’ lead of incorporating Deleuze and Guattari’s rhizomatic theory and the art form of decalcomania to reflect on practice, discoveries are made regarding the practice of a middle school science teacher. These reflective discoveries can be used to inform teaching practice in a manner that supports the development of identities of participation.     

对高等院校思想政治教育课程教学的几点思考

思想政治教育不同于其他课程的教学,思想政治课多以理论学习为主。因此,思想政治课要摆脱“呆板串讲”、“机械说教”的困扰,就必须在教学中设计好每一节课的教学内容,营造宽松和谐的课堂气氛,让学生每上一节课都有新的感觉和体验。本文根据思想政治课本身的特点,围绕如何在思想政治教育中培养学生的创新能力提出了几点建议。     

揭开直觉的神秘面纱--从DNA结构发现的过程看直觉的运作机制

直觉是一种心理现象、认识过程，是一种科学方法，对科学发现与发明具有重要的作用，从DNA的发现过程可以得出。直觉的产生与发挥作用必然包含丰富信息的吸取与酝酿过程。对信息材料有意识的逻辑加工引发潜意识的加工过程，从潜意识的逻辑加工到直觉的直接显现过程，对直觉成果雏形的修正、补充、完善和验证的过程.     

Hubble, Hubble’s law and the expanding universe

Hubble’s name is associated closely with the idea of an expanding universe as he discovered the relation between the recession velocity and the distances of galaxies. Hubble also did a lot of pioneering work on the distribution of galaxies in the universe. In this article we take a look at Hubble’s law and discuss how it relates with models of the universe. We also give a historical perspective of the discoveries that led to the Hubble’s law.     

王文诰《苏诗编注集成》得失论

王浩《苏诗编注集成》是清代最后一部比较有特色的苏诗注本，该书在编年上有许多新发明，对苏诗的评点亦间有可取之处，然注释绝少贡献，大多由冯应榴《苏忠诗合注》删削剪裁而成，又不标示出处，其尤为不当，还好就自己的些小发现而自我欣赏，甚至借掊击前人而抬高自己。     

先秦时期云南地区的民族和文化考察

云南是我国民族最多的一个省,并有人类起源之地的说法.考古中发现较丰富的先秦时期云南地区古文化资料,为研究该地区氏族、部族、民族的社会经济状况提供了依据,研究证明云南民族与华夏诸民族有着较密切的联系与融合,并对我国经济文化的发展作出贡献.     

科学研究：选题从哪里来？

研究始于问题;科学研究始于科学问题.如何在问题中甄别出科学问题并发现科学研究选题,是科学研究开始的第一步.选题的来源可以在如下几方面去寻找：从社会现实中发现问题;从理论中寻找破绽;从学说的对立面提出观点;在综合统一思想下整合突破;从学科交叉处开垦“荒地”;在科学研究中意外发现.确立选题应遵循：新颖性、科学性、价值性和量力性四条基本原则.     

Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag

In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.     

What can Interpersonal Process Recall (IPR) offer academic development?

Abstract

Academic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice. Our results provided evidence that IPR helped tutors reflect on ways to improve their teaching. It also led to unexpected ‘discoveries’ not typically afforded by conventional academic development. We conclude that IPR offers a formative, teacher-focussed and contextual approach that has not been clearly defined in the literature. We offer the IPR model followed in this study for academic developers and researchers alike.     

Contributions of Maxwell to electromagnetism

Maxwell, one of the greatest physicists of the nineteenth century, was the founder of a consistent theory of electromagnetism. However, it must be noted that significant discoveries and intelligent efforts of Coulomb, Volta, Ampére, Oersted, Faraday, Gauss, Poisson, Helmholtz and others preceded the work of Maxwell, enhancing a partial understanding of the connection between electricity and magnetism. Maxwell, by sheer logic and physical understanding of the earlier discoveries completed the unification of electricity and magnetism. The aim of this article is to describe Maxwell's contribution to electricity and magnetism. P V Panat is Professor of Physics at the Pune University, His main research interests are condensed matter theory and quantum optics.     

转化医学:用多学科交叉策略推动医学发展

近年来临床科研工作在诸多方面发生了根本性变化.科学研究从试验台旁的分子、细胞研究开始再转化到临床的实际应用中.但是,这种从实验台到床旁转移的努力受到来自基础研究和临床研究科学家的两方面的阻力.转化医学就是希望将生物医学研究的关注点放在如何将实验室的研究发现转化导向为有利病人诊断、治疗方法的提高上.实现这一战略的重要手段就是实践多学科交叉的新概念.     

《楚辞·天问》所见夷夏关系及其考古学印证

《天问》中保存了较多的夏、夷集团的史料,全面地反映了五帝时代中期至夏初两大集团的关系是权力斗争和交流并进的：在夷夏斗争中,包含着婚姻等和平方式的交往;在婚姻关系中,也蕴含着斗争和利用,并非以往学者所说的单纯的武力斗争。《天问》仅千字之文,全面记载了这一时期东夷、华夏集团联盟间的重要史事,难能可贵。     

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.     

The prime ordeal

Prime numbers have fascinated mankind through the ages. In fact, one may think that we know all about them. However, this is not so! One does not know the answers to many basic questions on primes. We shall concentrate here mainly on questions and discoveries whose statements are elementary and accessible. Right at the end, we mention a result whose statement is simple but whose proof uses rather sophisticated mathematics. Even here, we do not try to be exhaustive. The subject is too vast for that to be possible. After a long stint (1981–1999) at TIFR, Bombay, B Sury moved to ISI, Bangalore.     

Technologically and artistically enhanced multi-sensory computer-programming education

Over the last decades more and more research has analysed relatively new or rediscovered teaching–learning concepts like blended, hybrid, multi-sensory or technologically enhanced learning. This increased interest in these educational forms can be explained by new exciting discoveries in brain research and cognitive psychology, as well as by the accelerated integration of technology (computers, intranets, internet, etc.) in education. We have investigated how the educationally valuable outcomes of these trends could be implemented in computer-programming education and in what ways this process could be catalysed by arts (dance, music, rhythm, theatrical role-playing). We present a theoretical basis for technologically and artistically enhanced multi-sensory teaching–learning strategies. This work focuses particularly on how dance can be involved in computer science classes.     

CLASSROOM RESEARCH IN CHURCH AND SYNAGOGUE: HOW LAY VOLUNTEERS CAN PRACTICE THE SCHOLARSHIP OF TEACHING

The scholarship of teaching involves an understanding and application of the latest discoveries in the field of instructional excellence.