CuFeSb电子结构和磁性的第一性原理研究

利用基于密度泛函理论的第一性原理对层状铁磷族化合物CuFeSb的晶体结构、电子结构和磁性进行了研究.计算结果表明:不同于其他的铁基超导体,CuFeSb呈现金属性铁磁序.通过对Fe原子的d轨道进行深入分析,发现其d轨道的局域性相对减弱,巡游性增强.并发现其平面内Fe原子的相互作用较强,其金属性铁磁序与平面内Fe原子的相互作用增强有关.     

利用 XPS 及 UPS 研究 Ni-ZrO_2 复合镀层中的界面相互作用(英文)

采用ＸＰＳ、ＵＰＳ方法,研究了存在于Ｎｉ－ＺｒＯ２复合镀层中的界面相互作用．研究结果表明,基质金属Ｎｉ与ＺｒＯ２微粒间并无新相形成,但在其界面确实存在轨道相互作用,且这种轨道相互作用是通过界面处Ｎｉ原子和Ｚｒ＋３离子之间ｄ轨道的相互搭接实现的．     

环上的Baer-Krull定理Ⅰ

引入交换环上半序空间的概念。借助实赋值理论，研究与给定赋值相容的半序和序的结构。作为一个重要结果，将熟知的Baer-Krull定理推广到交换环上。     

环上的Baer—Krull定理I

引入交换环上半序空间的概念。借助实赋值理论，研究与给定赋值相容的半序和序的结构。作为一个重要结果，将熟知的Baer-Krull定理推广到交换环上。     

自旋轨道相互作用对负宇称重子混合角的影响

通过对单交换势(OPE)结构的重新分析,并考虑自旋轨道相互作用的影响,得到的负宇称重子混合角与实验结果吻合.     

二项级数与简并轨道相互作用

轨道相互作用是分子轨道理论中的重要概念之一，对它的深刻理解有助于分子轨道理论的教学。本文根据文献和教学体会介绍进一步理解轨道相互作用本质的方法。     

关于Cu(Ⅱ)配合物Jahn-Teller畸变的讨论

过渡元素的(n—1)d和ns轨道间的相互作用早已为人们所重视,但(n—1)P和(n—1)d轨道间的相互作用一直未受到人们的注意.本文通过低温和高温下电离能增量曲线的差异,分析了不同温度下p,d轨道间相互作用的强弱,发现Cu~(2+)的5个d轨道由于空间对称性不同,在3p轨道和配体群轨道的内、外排斥作用下,能级可能先发生微裂,从而导致了Cu(Ⅱ)配合物的Jahn-Teller效应向拉长的八面体的方向畸变.     

行人二次过街交叉口信号相序多目标优化方法

针对具有混合交通流特征的行人二次过街交叉口,考虑不同信号相序对交叉口交通参与者的影响,选取信号总损失时间、机动车、非机动车和行人平均信控延误最小作为信号相序的优化目标,建立行人二次过街交叉口信号相序多目标优化模型,并给出了计算方法。最后通过实际交叉口案例进行验证,得到考虑交叉口综合交通效益的最优相序,与现行交叉口相序方案相比,损失时间减少1.86%,机动车延误减少1.43%,行人延误减少10.43%。     

镁原子基态能量的计算

在考虑了电子间交换相互作用以及内外壳层电子的不同屏蔽效应的基础上，利用变分原理，计算了镁原子和类镁离子（z=12→17）基态非相对论性能量，计算结果与实验观测值相当接近，误差小于0．3％。     

行为主义与社会交换

行为主义心理学与现代社会交换理论具有某种天然的血缘关系。操作行为主义者将有机体之操作条件反射与强化的相互作用视作有机体与环境的交换过程，现代交换主义者则将人类的社会交换行为视为相互有选择地强化对方的活动，操作行为主义透出了交换的色彩，现代社会交换则烙下了行为主义的印迹。行为主义的心理演绎研究策略曾给社会交换之探索带来曙光，但也几乎使其误入歧途。唯有拓展思维，采取多维、多层、多面之策略才能使社会交换研究走出误区，步入光明。     

How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?

This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed.     

协作学习具有明确的阶段性吗

在协作学习领域,对交互过程的分析一直是研究的热点。近年来,不少研究者认为协作学习的交互过程可以分为特定的几个阶段,如提问、陈述、反思、评论、引证等。他们把交互过程看成是一系列有意图的交互行为,以言语行为理论为基础,以交互行为为基本分析单位,把交互过程编码成不同的阶段以此判断交互的效果。然而对行为进行编码是很困难的,因为行为人的目的是内隐的、无法客观判定的,因此这种研究得出的结论也必然由于具有强烈的主观性和独断性而丧失实践意义。本研究把协作学习系统看成是信息系统,采用IIS图分析法来分析协作学习的交互过程,结果发现不同的时间段之间在信息流动方面并没有明显的不同。因此本文认为,协作学习的过程不具备所谓的阶段论特征。     

有机锡氧四元杂环化合物(μ-O)_2Sn_2R_4(R:Me,Et)的理论研究

利用Gaussian03W在LANL2DZ基组水平对有机锡氧四元杂环结构化合物(μ-O)2Sn2R4(R:Me,Et)进行理论研究,优化了几何构型,获得键参数,分析了化合物的Mayer键级,计算出分子体系能、分子最高占据轨道能和分子最低未占据轨道能,经Mulliken布居分析原子净电荷分布,计算出原子轨道对分子轨道的组成贡献。结果表明,除(μ-O)2Sn2Me4外的标题化合物均稳定,为有机锡氧四元杂环化合物(μ-O)2Sn2R4(R!Me)的合成提供理论基础。     

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions

Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process.     

高职教育"订单式"培养模式若干环节的分析

"订单式"培养模式是高职教育实现培养目标的一种运行方式.这一模式涉及订单鉴定,进行与订单相适应的专业改革,与区域间和全国范围内经济社会发展良性互动等环节.分析各环节内涵及不同的地位和作用,目的是为实施这一模式提供借鉴.     

批评策略和文化深层动因互动关系的研究

该文阐释了批评策略和文化深层动因之间的互动关系。集体主义文化和个体主义文化是孕育东西方文化差异的“母体”;个体独立性则是东西方文化趋异的“发动机”。个体独立性不仅是东西方两大文化集团的分水岭,也是东西方文化对于不同阶段不同对象施以不同批评策略的文化支撑。     

Orbital milling hole of aerospace Al-alloy with big pitch

To improve the processing efficiency and the quality of orbital milling hole of aerospace Al-alloy, the big-pitch influence on cutting force and hole quality was studied experimentally. First, a program based on horizontal lathe was proposed based on kinematics analysis of orbital milling. Then, the cutting force at different stages and the hole quality with different pitches were measured. Results show that the axial force and radial force increase with the pitch amplification during orbital milling. However, the axial force in the orbital milling hole is about 8—10 times smaller than that in the conventional drilling. The diameter error of milling hole is 48—93 μm, and the surface roughness of milling hole is 1.2—1.7 μm. Finally, an orbital milling device with big pitch was designed.     

Learning by teaching face-to-face: the contributions of preparing-to-teach,initial-explanation,and interaction phases

Teaching other students in a face-to-face manner has been shown to effectively foster both one’s own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n = 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants’ explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not.

     

中国民族音乐与古典文学关系的演变轨迹

中国民族音乐与古典文学有着相依相存的关系,这种依存关系并不是简单固定的,而是随着时代的发展不断地变化着,其变化的历史轨迹可大体划分为三个既相关联、又相区别的时期：原生综合期,分化离异期,交叉综合期。中国民族音乐与古典文学正是沿着这一螺旋式上升的历史轨迹,在彼此的相互作用、相互影响中,不断发展,不断丰富,不断完善。