Correct Interpretation of Chemical Diagrams Requires Transforming from One Level of Representation to Another

Volunteer non-major chemistry students taking an introductory university chemistry course (n = 17) were interviewed about their understanding of a variety of chemical diagrams. All the students’ interviewed appreciated that diagrams of laboratory equipment were useful to show how to set up laboratory equipment. However students’ ability to explain specific diagrams at either the macroscopic or sub-microscopic level varied greatly. The results highlighted the poor level of understanding that some students had even after completing both exercises and experiments using the diagrams. The connection between the diagrams of the macroscopic level (equipment, chemicals), the sub-microscopic level (molecular) and the symbolic level (equations) was not always considered explicitly by students. The results indicate a need for chemical diagrams to be used carefully and more explicitly to ensure learner understanding. Correspondingly, students need to interpret visual chemical diagrams using meta-visualization skills linking the various levels of representation, and appreciating the role of the diagrams in explanations need to be developed.     

《淮南子·时则训》语辞札记

《淮南子·时则训》部分语辞或可商榷：“总至”之“总”当以“多、众”之训为是;“元日”之训,《汉语大词典》当补“甲日”即每旬首日之释;“省妇使”谓“减省妇事”;“毋浇灰”之“灰”字不误;“培户”与“俯户”、“坏户”、“坯户”音义皆同,谓以土增益穴之四畔,使通明处稍小;“宾雀”之“宾”当属上句,作“候雁来宾”,“雀”当属下句,作“雀人大水为蛤”;“湛焙”为酿酒之重要工序;“处必掩”不必据《吕氏春秋》改作“处必弁”;“夏晦”当作“夏海”;“令正”当“令止”之误,亦作“令疵”、“令支”等,为“北海胡地”。     

What Do Students’ Explanations Look Like When They Use Second-Hand Data?

Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using claim–evidence–reasoning model on a new mobile application. A middle school science teacher from a Midwest town participated with four sixth-grade classes. After collecting their own data from a local water source, students created explanations by analyzing the data they collected (first-hand data), and by analyzing existing data set collected by another school from another river (second-hand data). By analyzing the health of these two water sources, students created two scientific explanations. Students participating in this study created stronger explanations when analyzing the data they generated (first-hand data).     

典籍中常见语词本义例释

由于语言的发展,现代汉语语境下对古代汉语中一些常见语词的理解已与其本义迥然有别,今把对古代文献典籍中一些常见词语本义的分析随记于此,以供参考。     

动词重叠补说三题

有人认为双音节动词重叠后不能带\"了\"和\"过\",但古代白话小说中有这样的例子;也有人认为,\"AB了AB\"后不能带宾语,但《儿女英雄传》中有一个\"AB了AB\"后带宾语的例子;有人认为\"VV瞧\"和\"V-V瞧\"只有《红楼梦》中才有,且只有两例,但古代白话小说中还有不少\"VV瞧\"的例子,现代汉语方言中也有.     

中日寿词的语义分析

本文对日汉两种语言中的寿文化词语进行对比,揭示了隐藏在这些寿词背后丰富的文化语义,说明日本民族在认知过程中,一方面借鉴中国人的认知方式,移植中国的寿词概念和语义,另一方面通过对本民族固有的生活方式、宗教信仰、民族意识的感知和体验,采取择优渗化的方法,形成了具有日本特色的寿词。     

编辑排版中图形的处理方法探索

刊物中不同类型的图形应用不同的处理方法。介绍各种图形在文字处理系统中的排版方法,重点介绍了利用AutoCAD绘图环境绘制文章中的图形,将其加入到文字处理系统中成为矢量图形的办法。这种办法可以得到优良的图形输出效果。     

Emergence of morphographical markers in written French: what children following a special education programme say about plurals

Research conducted with average apprentice writers demonstrated that the main difficulty they are facing in the acquisition of written French is the acquisition of the morphology of the writing system, hence studies with slow writers show that morphological traces are late to emerge and often fail to meet the grammatical demands of French. This exploratory research conducted with slow mono- and multilingual learners attempts to identify the qualitative aspects of the emergence of morphological traces, which in the written French system are most often mute. The linguistic concept of the plural was therefore chosen not simply to observe the appearance of plural grammatical markers in productions, but also in order to stimulate apprentice writers to give so-called ‘metagraphical explanations’ in other words, they were asked to explain verbally their own written productions. We observed the written productions and the metagraphical explanations of the participants irrespective of whether these were standard or non-standard written productions. The results show that the verbal explanations, rather than being related to the grammatical case of plural, for the participants frequently refer to their concrete knowledge of number. The fact that these slow learners possess general cognitive abilities which are substantially more developed than their linguistic abilities suggests that the processes used to acquire the linguistic notion of plural in French are based on structures established by analogy, taking their roots in a cognitive notion of number which seems common to all apprentice writers.     

论“三个代表”在“两课”教学中的具体化

“三个代表”在“两课”教学中的具体化,主要是教学动态适应时代与社会发展要求,与时俱进,以学生发展为根本,把发挥学生的积极性主动性创造性作为第一要务,教学内容针对学生所想、所忧,所求,坚持德育教学使命与学生利益的一致性,切实提高学生的思想政治素质。     

Imagining the past: the use of archive pictures in secondary school history textbooks

This article examines the use of archive pictures (paintings, photographs and engravings) in school textbooks, in the controversial setting of the Key Stage 3 (11–14) and Key Stage 4 (14–16) topics of the American West and the Native Peoples of North America, where pictorial images have created powerful stereotypes. Attention is drawn to the 1994 Schools Curriculum and Assessment Authority's report on history textbooks, which criticized the lack of supporting information for archive pictures. Textbooks written prior to the 1994 report are contrasted with those written since. It is noted that despite the report and recent historical interest in the study of representations, there has been little improvement in textbook design. The methods of analysis that should be used on paintings, photographs and engravings are explained in some detail, and the effect of not providing the essential background for pupils to develop a reasoned discussion of their value as historical evidence is demonstrated through a number of case-studies. Finally a checklist is provided for authors, publishers, teachers, trainee teachers and teacher educators to help them incorporate essential background material, in order to ensure that pupils can bring the same critical awareness to pictorial images as they have become accustomed to with written sources.     

“三个代表”是马克思主义哲学创新品质的时代体现

创新品质是马克思主义哲学的特征及强大生命力的重要保障。新的时代,新的国情、党情呼唤新的理论指导,三个代表在继承和发展马克思主义哲学的基础上与时俱进,为建设小康社会、实现中华民族伟大复兴指引着前进方向。     

《经义考》所录五部宋人佚著考略

宋人经学著述丰富,价值很高。及至清人朱彝尊撰《经义考》时,这些经学著述大多即已亡佚。今从史书、文集、笔记、书目、方志、类书中勾稽资料,对《经义考》所录郭忠孝《中庸说》、郭雍《中庸说》、林栗《春秋经传集解》、王炎《尚书小传》以及李椿《周易观画》等五部宋人佚著进行了考述。     

线条风格迁移

艺术家为同样内容的线条画作品绘制多种风格的副本是一件非常费时费力的事情。鉴此,提出一种将现有样本线条风格迁移到目标图中的方法。与已有的算法相比,该方法只需一根或数根样本线条就能够进行风格的迁移,并且在风格迁移过程中用户可以通过对参数的调整灵活地控制结果线条几何与其他视觉风格的夸张程度。最后给出若干实例证明了该方法的有效性。     

中国失地农民问题及其释困途径

据统计,中国失地农民总数已经超过4000万人,并且这一数字仍以每年5%左右的速度递增,日益严重的失地农民问题已成为一个亟待解决的难题。本文就中国失地农民现状予以剖析,并且结合部分地区的实践经验对进一步解决好这一问题加以探讨。     

Collaborative discourse,argumentation, and learning: Preface and literature review

This article serves two functions. First, it addresses why studying collaborative discourse and collaborative argumentation is important for promoting students’ deep-level understanding of content. A literature review is presented examining the evidence for this claim, concluding that engaging in collaborative discourse and argumentation might have long-term effects in consolidating learning gains. Second, the various articles in this special issue are introduced. The articles address important directions for research, including (a) how to promote pedagogically useful collaborative discourse in the classroom and in workplace setting (for example by modeling and soliciting elaborative discourse moves or by engendering “polite” behavioral norms), (b) understanding the role of joint representations and mental models in collaborative discourse, and (c) methodological difficulties with analyzing nonindependent and categorical data. The importance for educational psychologists in understanding the interaction of cognitive and social processes is highlighted.     

吴承仕的经学史研究——以《经典释文序录疏证》为中心

吴承仕乃章太炎弟子,曾任北京师范大学国文系主任、中国大学国学系主任,民国时期著名的经学家。《疏证》是他经学史研究的代表作,具有独到的撰述特点和丰富的学术价值。一是广泛汇集史料,运用章句、史源、疏解、考证、论断等多种方法,在陆德明《经典释文序录》的基础上,疏通、拓展了对唐前经学史的记述,丰富了这一阶段经学史的内容。二是综合众说,断以己见,从条理诸经次序、论述源流演变、阐明经籍流传、辨析误植伪托等几个方面梳理了唐前经学史的脉络。三是钩稽索引,缜密考订,在史料来源、典籍状况、经学人物、典章制度等与经学史相关的问题上,纠正了《经典释文序录》及多家论著的谬误,为后人的经学史研究扫除了障碍。     

当代先锋小说的叙述干预

叙述的声音在沉寂多年后,又重新回荡在当代先锋小说中,但这并非时的复古,与传统小说相比,叙述的干预功能已有显不同,在叙述形式、叙述内容、释读方式上二出现了结构与反馈结构,真实与反真实,释读与反释读的悖谬。     

画法几何及土木工程制图的教学改革探讨

画法几何及土木工程制图作为土木工程专业的专业基础课,同时土木工程专业也是一门实践性需求很高的学科专业;因此,遵循传统的教学模式无法满足应用型人才培养的目标,这也是当前画法几何及土木工程制图教学的困难之处。以此为切入点,提出教改措施和方法,真正满足应用技术人才培养的土木工程专业的工程制图教学。