生物化学中的巧妙比喻

针对生物化学的学科特点及教学难点,对生物大分子物质的结构与功能,物质代谢途径的联系与沟通,能量代谢的过程和高能化合物的利用转换,以及对一些具有生理和病理双重作用物质的全面认识,巧妙地运用比喻法,以学生熟悉的事物、经验、常识来帮助学生理解一些抽象、复杂的内容,并激活学生学习生物化学的兴趣与动力,提高教学效果.     

异质取譬的美学价值

本文从文学语言审美的“本质”、人的审美“心理”、比喻的审美层次三方面分析了“异质取譬”的美学价值。     

虚荣是罂粟的譬喻

有熟人之子,个性温良,成绩中上。去年中考前,父母照他的意愿许诺,倘若考上重点高中,奖励一辆价值上万的山地单车。有此诱惑,少年奋发图强,牛角挂书,韦编三绝。天道酬勤,好运降临在这位少年的头上:他顺利地考上了理想的高中,父母痛并快乐地兑现了承诺一足足耗去全家一个半月的收入!我闻讯想当然地认为,他家公子定是一位爱好运动的阳光少年,我为此欣然又自责。因为本人常鼓励     

类比在中学物理教学中的应用

类比在物理学中有广泛的应用.学生在学习物理过程中也总在不自觉地应用类比的方法.但由于学生类比时的盲目性和不恰当性,常常出现错误.教师的任务就在于引导学生自觉地应用类比,掌握类比在物理中的应用方法.     

悲剧《莎乐美》中的夸饰性比喻

王尔德的《莎乐美》是杰出的戏剧创造。这部歌剧史上的奇葩历经百年而经久不衰,成为世界上演率最高的歌剧之一,在世界文学长廊中,留下了一个美丽而罪恶、纯洁而疯狂、高傲而阴郁的复杂立体的女性形象。《莎乐美》中运用了连续的一系列比喻,详细铺陈了肉体之美。本文着重分析莎乐美的五段对白,来探讨夸饰这种写作手法。     

When is a science analogy like a social studies analogy? A comparison of text analogies across two disciplines

This textbook survey analyzes the construction and use of analogies in social science texts and compares the results to an earlier analysis of physical science texts. Although the results indicate that the categories in the Curtis and Reigeluth classification system for analogy construction were consistent across disciplines, several differences were revealed related to how and when the analogy is used as an instructional design strategy.     

对“类平抛运动”的一些探讨和再认识

根据平抛运动的定义,把与平抛运动相类似的一些运动定义为一种＂新＂的运动——类平抛运动,通过研究类平抛与平抛运动在哪些方面是相类似的,常见的哪些运动可被看成是类平抛运动,我们将能更深刻、全面地认识类平抛运动和其他一些运动。     

运用类比思维 培养创新精神

类比推理所体现的思维方式（即本文中所指的类比思维）具有开放性、开拓性及探索性,在数学教学中适当渗透类比思维的教学,有助于学生创新精神与创造能力的培养,能促使学生思维素质的全面提高。     

Coordinating principles and examples through analogy and self-explanation

Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.     

过程语言与推类

作为过程语言的汉语,具有明显的意会性、具象性和悟性特征。受过程语言之影响,中国古代的思维样式具有明显的关联性思维特征,这种特征集中体现在推类的逻辑推理之中。     

古典音乐与古典建筑的内在联系

"建筑是凝固的音乐,音乐是流动的建筑",这个经典名言流传至今,看似毫无关系的两种事物在一定程度上会相互转化,古典音乐与古典建筑被公认为是人类文明中最纯粹的艺术作品,通过对这两者风格演变的对比,来找到音乐与建筑之间的内在联系。     

Using analogy to overcome misconceptions about conservation of matter

A new approach to change misconceptions of students is to build on ideas which match their students' existing intuitive knowledge. This can be done by analogy. The use of an analogical relation between the known and the unknown can help students learn new information and discard or modify misconceptions. Previous studies have confirmed this result in such areas as mathematics. The present study examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept of conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in science. The author is now studying the relative effectiveness of conflict training and learning by analogy.     

OrCAD在模拟电子技术教学中的应用

针对模拟电子技术传统教学方法的弊端,教学过程中引入了OrCAD技术,在具体实施过程中遇到了一些新问题。为了充分利用OrCAD的优势,避免仿真带来的弊端,教学过程中讨论了仿真技术的地位和作用。强调了理论学习的重要性,明确了仿真实验和物理实验的关系,充分挖掘了OrCAD高级分析的功能。这些方法在教学实践中取得了良好效果。     

物理教学中的类比教学

物理教学中常用类似的事物来比拟被说明的概念或理论.教师应该挖掘教材类比因素,研究类比对象可取得良好的教学效果.     

氧化还原反应与酸碱反应的类似性

本文从共轭关系的角度出发。与酸碱反应相对照。较详细地讨论了氧化还原反应中的共轭关系。     

Using an analogy in the introduction of a portfolio

Students in many teacher education programmes experience confusion about portfolios. This study investigated whether using an analogy in the introduction of a portfolio helps teacher education students understand both the purpose of a portfolio and how to compile it. It was also investigated whether these students’ understanding correlates with their appreciation of portfolios. In the analogy, portfolios were compared with job application letters, curricula vitae and the references that are common in selection procedures for new employees. This analogy was helpful in promoting students’ understanding. Their understanding correlated with their appreciation of this instrument.     

例谈类比教学的两大误区

“类比”即是一种在找出两个不同事物的某些相同或相似点后,把一事物的有关知识推移到另一事物,从而对另一事物做出假定性说明的推理方法[1]。在教学中,它作为一种创造性的思维方式,以能帮助学生理解复杂的物理概念、实验和加深学生的记忆而被广大教师视为教学的一大“法宝”。但是,其中也不乏因一些教师对“类比”的“一知半解”或是“不恰当使用”而使“类比教学”走入误区:误区一忽略“类比法”的自身局限性,“随便”做出类比例1某教师在讲课时即兴发挥:“电与磁类似,都是同性相斥,异性相吸。”课后,这一“随便”的类比却使得部分学生在…     

Causality in classical physics

Classical physics encompasses the study of physical phenomena which range from local (a point) to nonlocal (a region) in space and/or time. We discuss the concept of spatial and temporal nonlocality. However, one of the likely implications pertaining to non-locality is non-causality. We study causality in the context of phenomena involving nonlocality. An appropriate domain of space and time which preserves causality is identified.     

《诗经》比兴中的“以男女喻君臣”

《周易》的卦爻辞中已出现"以男女喻君臣"的现象,《诗经》与《周易》的写作时间相近,类比联想的思维方式也相近,按照情理推断,《诗经》婚恋诗中也当存在"以男女喻君臣"的现象,但由于时代的久远,喻意的隐晦,目前我们尚缺乏足够的直证来证明。本文尝试根据《诗经》婚恋诗中的一些间接信息去证明我们的推断。男女之间若存在相似关系,喻女之物也可喻男,如"美人"在《诗经》中已喻指美德之君;男女、君臣之间若存在相似相关的关系,就可"以男女喻君臣",《曹风.候人》、《邶风.柏舟》都存在这种可能。