平面内零级拟共形亚纯映射的最大Borel点及其充满圆

根据K-拟亚纯映射的定义,对其概念认真分析和探讨,并对平面上的K-拟亚纯映射进行了进一步的研究,证明了平面上的零级K-拟亚纯映射最大型Borel方向的存在性,并由平面上的零级K-拟亚纯映射最大型Borel方向构造了一列充满圆。     

不同辐射剂量紫外线诱导金黄色葡萄球菌L型变异的探究活动

紫外线辐射既能杀灭细菌,又能在一定条件下诱导细菌形成L型变异。本实验用不同剂量紫外线对金黄色葡萄球菌照射后,未被杀死的细菌可形成L型变异这一现象,为病原生物学教学提供一种探究细菌变异获得L型细菌的实验方法。     

原子间相互作用对双原子偶极振幅平方压缩的影响

研究了两个全同的二能级原子与单模真空辐射场相互作用系统中原子的偶极振幅平方压缩效应，通过数值计算，讨论了原子相干性以及原子间偶极相互作用对偶极振幅平方压缩的影响。     

语文教学导语设计浅谈

本文论述了导语在课堂上具有启迪学生心智，激起他们的求知欲。调动学生的积极性的作用，和导语的设计有两种类型情境渲染型和诱导思索型。情境渲染型导语强调以“导”激“情”，诱导思索型导语强调以“导”启“思”。     

我国研究生教育研究领域作者合作网络的特征分析——基于CSSCI数据库的可视化研究(2001—2015)CSSCI

科学合作是通过科学交流实现知识共享与知识创新的重要途径。运用CiteSpace的作者共现功能,对2001—2015年CSSCI数据库中有关研究生教育研究的论文进行统计,绘制出我国研究生教育研究的作者合作网络。结果表明:我国研究生教育研究的作者合作网络整体结构松散,但合作子网络的模块化参数较高,聚类效果理想;从拓扑结构视角提出合作子网络呈现出点型、星型、K-核型、星型-总线型、K-核-总线型等五种模式;从学术贡献视角提出稳健型、潜力型和渐弱型三类学者。     

有初始相干性注入的V型系统中的无粒子数反转激光非线性增益分析

本文给出了有初始相干性注入的V型三能级系统理论模型,导出了在此系统中实现无粒子数反转激光的条件,分析了非线性增益大小跟驱动场和探测场Rabi频率、自发衰减率、原子注入速率比以及原子与探测激光场相互作用后从腔中排出速率之间的关系。     

整体把握公式,发展数学素养——以“诱导公式第2课时”为例

以人教A版必修第一册第五章第三节”诱导公式第2课时”为例,从公式的推导及关系对诱导公式的整体进行把握与梳理,培养学生的观察,分析,归纳的综合思维能力,发展学生的直观想象,数学抽象,逻辑推理,数学运算等数学核心素养.     

再论人性时空场

人的时空场与人性时空场是两个完全不同的概念。前者是行为地理学的研究对象,后者是潜意识地理学的研究对象。从哲学的意义看,不先研究人性的秘密而想洞察自然的奥秘,那是根本不可能的。因此,有必要从潜意识地理学的意义出发,去探寻两种关系：一是人与人的正常关系;二是人与地的复杂关系。在缜密论述了决定人性时空场的两个基本心灵层面的基础上,提出潜意识地理学是人性时空场研究的基础学科。因此,潜意识地理学的理论和方法就成为人性时空场研究的基础。潜意识地理学研究的唯一方法论就是一元论。一元论反映在人地关系上就是人地全息统一论;反映在人与人关系上就是人我全息统一论。潜意识是相对于显意识而言,潜意识地理学的学科目的在于解决精神型人文关怀的时空场问题;而包括行为地理学在内的显意识地理学,则是解决物质型人文关怀的时空场问题。人地统一时空场的基础是人我的统一时空场,所以,人我全息统一是人性时空场研究的出发点和最终归宿。同时,人性时空场中的境由心造原理,是产生人生事实无限性的原因。最后指出,一元论是人文地理学方法论革新的方向。     

径向基函数网络在激光诱导荧光水体分析中的应用研究

激光诱导荧光水体分析中,准确分离收集到的交叠光谱是反演待测物质浓度的关键。基于径向基函数网络的激光诱导荧光特征光谱分离算法,可以在每个分量谱的确切形状和类型不被预先了解的情况下,将各个光谱分量准确分离出来,避免了高斯拟合法对光谱分量需为1高斯型的依赖。该方法不但能抑制一定的噪声,而且运算速度快,算法简单、易实现,有较好的实用价值。     

三种诱导因子对凤眼莲生长发育的影响

利用磁铁、那氏齐齐发诱导剂及萘乙酸对凤眼莲进行诱导,通过测量其单株鲜重的增长量,根长及叶长增长量,分蘖数等形态指标显示:2000倍液的那氏齐齐发诱导剂能使凤眼莲根长、叶长增长显著,由此引发植株鲜重增重,同时还能诱导大量分蘖.一定强度的磁诱导效果次之,萘乙酸诱导效果相对较差.以不同浓度的萘乙酸溶液诱导凤眼莲幼苗显示较强的生理效应,其中以0.5 mg/L浓度的效果最明显.     

Using Coh-Metrix to Automatically Access Discourse Coherence in EFL Learners’Writing:A Quantitative Analysis

The purpose of the present study was to use Coh-Metrix,a computational tool,to examine the relationship between discourse coherence and writing level,and analyze the coherence of high level writing and low level writing.The study uses 5 Coh-Metrix variables to analyze 40 college students’timed compositions from Chinese Learners English of Corpus(CLEC) and their corresponding readability scores.The study demonstrates that Coh-Metrix variables,number of words,words per sentences,the Flesch-Kincaid Grade Level,LSA sentence all,and argument overlap can contribute to text coherence.Findings of the study indicate:there is a relationship between discourse coherence and writing level,but there is no significant difference between high level group and low level group in discourse coherence(p=.409>.05),and writing level can not distinguish discourse coherence in EFL learners’writing.     

Curriculum coherence as perceived by district-level stakeholders in large-scale national curriculum reform in Finland

Abstract

It has been suggested that curriculum coherence is crucial in successful educational reform. However, empirical research on the topic is still scarce. This study explores how the stakeholders involved in curriculum development at the district level perceived curriculum coherence. Survey data (n?=?550) were analysed using structural equation modelling. A confirmatory factor analysis showed that curriculum coherence consists of three complementary components: consistency of the intended direction; an integrative approach to teaching and learning; and alignment between objectives, content and assessments. Moreover, the results showed that curriculum coherence contributes to the expected impact of the reform on the school level development. The study adds to the research on curriculum reform by showing that curriculum coherence is a central determinant of the reform taking root at the school level, and by introducing a scale for measuring perceptions of curriculum coherence within the context of large-scale national curriculum reform.     

主位推进与语篇连贯

连贯是一个复杂的现象,可以从多方面多角度进行研究和分析.其中衔接手段是实现连贯的重要途揪径之一.而作为语法层面上的结构衔接特征之一的主位推进模式,与语篇连贯联系密切.对其进行研究,能更好探索出句子组合与句子内容之间的关系.     

隐喻视角下的经济语篇构建

作为一种思维方式和认知手段,隐喻在思维和语言表达中发挥着重要的作用。经济语言高度隐喻化的特征使隐喻成为经济语篇极为重要的语言组成部分。本文从隐喻理论的角度对两则经济语篇进行分析,探讨隐喻在经济语篇中的构建功能。结果表明隐喻是一种有效的语篇策略。隐喻的系统性和连贯性赋予了经济语篇在概念层面和语义层面的连贯性。     

A psychobiological perspective on working memory performance at 8 months of age

Fifty 8-month-old infants participated in a study of the interrelations among cognition, temperament, and electrophysiology. Better performance on a working memory task (assessed using a looking version of the A-not-B task) was associated with increases in frontal-parietal EEG coherence from baseline to task, as well as elevated levels of frontal-occipital coherence during both baseline and task. Enhanced performance was also associated with decreased heart period (increased heart rate) from baseline to task. Infants with better working memory performance had parents who rated them high on activity level and distress to limitations. When considered collectively, EEG coherence and heart period contributed unique variance in the prediction of high and low performance groups. Implications for the study of infant cognition are discussed.     

语篇连贯对英语写作教学的启示

语篇连贯是一种语义特征，而深层的语义特征需要通过表层的语篇形式表现出来，所以，语篇连贯往往体现为语篇内容与形式的统一。写作是一种言语交流方式，强调自我表达，目的在于清楚、有效地传递信息，衡量写作质量的重要标准不仅包含恰当的技术和形式，还包括思想方面的内容。语篇连贯和写作对于内容与形式均提出相应的要求，这一点引导我们试图从语篇连贯的理论中汲取有助于写作教学的因素，借以指导写作教学。     

主位推进与衔接链在中文广告英译过程中的应用

要将中文广告译成英文,必须从结构层次上和语法词汇层次上来加强语篇衔接和连贯。通过分析一些英译广告的实例,探讨在翻译中文广告过程中如何综合应用主位推进模式和衔接链的问题。     

衔接与评价分析在英语阅读教学中的运用

在大学英语阅读教学中,语篇结构知识有助于宏观理解,对那些使语篇得以保持衔接连贯的因素的分析有利于理解语篇的建构过程。其中,对衔接手段的分析有助于在语篇表面快速把握文章的发展脉络,对评价资源的分析有助于准确解读文章如何实现语义层的连贯。根据语篇结构的不同,两种分析方法相互渗透,交替使用,可增强学生的语篇理解能力。     

Phonological Awareness,Peer Nominations,and Social Competence Among Preschool Children At Risk for Developing Learning Disabilities

This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains.     

Evaluation of the degree of coherence found in students' conceptions concerning the particulate nature of matter

Students' conceptions are characterized by some authors as having a high degree of coherence while, in the minds of others, they show little coherence and great heterogeneity. The objective of this study was to throw light on this problem by reference to the particulate nature of matter, a topic where great discrepancies have been observed in the degree of coherence shown by students. We interviewed 43 students aged 9–22 years to evaluate the coherence of their replies, using a questionnaire in which different methodological strategies are incorporated, as will be explained below. A qualitative analysis of the students' replies to the interviewer's questions permitted a group of empirical categories to be established, which were then arranged hierarchically. The quantitative analysis of these categories gave rise to new categories, which we call structural categories. These permitted us to select the most significant variables, to identify the different types of conceptions held by the subjects and to assign to each a given level of conceptualization. They also revealed the high degree of coherence in the replies given to different tasks. The usefulness of the proposed method for studying students' conceptions and for evaluating their degree of coherence is confirmed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 577–598, 2006