关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.     

学生工作中宽与严的辩证法

观点是在教育工作中辨证看待严与宽的关系，要做到以下三点；制定一套科学实用的行为规则和目标要求；要有合理的奖惩制度；要建立以学生为核心的学生自我管理制度，正确处理宽严的关系是教育工作的关键。     

How a Change of Environment Changed a Teacher

This paper describes how the experience of working in an unfamiliar cultural environment affected the author's basic conceptions of the nature of teaching and learning. A detailed account is given of the ways in which these ideas were incorporated into a course constructed around the notions of experiential and problem‐based learning. It is suggested that the novelty of the setting stimulated a major change in the teacher's perspective on the nature of higher education and that it would be desirable for academics to be given opportunities to encounter unfamiliar contexts for teaching.     

浅谈高职院校班主任应具备的素质

作为主要承担德育教育工作的班主任 ,除具有一般教师的基本业务素质外 ,还应具备有较高的政治思想素质和职业道德修养 ,要有广博的知识和善于开展工作的能力。学校要为教师学习深造和开展教改活动积极创造条件。应通过不断加强学习 ,对班主任教师进行实践锻炼和培养     

影响物流中心选址的因素及一种选址方法

文章论述了影响物流中心选址的七大因素,建议采用模糊评判的方法,该方法克服了传统选址方法的片面性、局限性和计算的复杂性,可对多种可供选择的方案做出明确的排序,使选址问题变得更加合理、科学与全面,更加反映客观实际.     

公历星期推算图

星期纪日是以 7为周期的纪日方法。每日的星期号数与公历日期并无规律 ,应用诺模图原理绘制的星期推算图 ,无需作任何计算 ,根据公历年月日即可方便快捷地求出当日的星期号数     

大学校长经营全球化大学必备的三大才能

从经营水原大学和水原科学大学30年来的经验出发,总结了在当今全球化时代,高校领导者应当具备的三大才能:分析才能、实践才能、创造才能。指出,分析才能最为优先要做到的就是一切要根据统计数据来讲话,根据统计数据来做决定,根据统计数据来执行决议。实践能力是意味着价值观的联系,即通过实践创造出以前根本没有任何关系的现象之间的概念性的联系。创造能力是意味着价值创造,创造的价值就是指以前根本没有想象过的事情能够变成可以想到的事,或者进而能够变成可以实现,最终变为必须要去实现的事,创造力在大学经营中是争取良好结果的关键。     

Homophobia and heterosexism in a college of education: a culture of fear,a culture of silence

In this study, we examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. We pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes to train professionals in a range of human service occupations, most notably K‐12 schools. In our findings, we demonstrate ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals, ways in which the college of education fails to interrogate such issues and train its educators and other human service personnel to deal with issues of sexuality and schooling, and how SWU, in regards at least to its conservative position on homosexuality, is constituted discursively as quite normal.     

Student learning behaviours as a means for a cognitive evaluation of a physics program

The formative evaluation model presented here examines the character of classroom interaction by juxtaposing required and performed student learning behaviours. We use the concept of learning behaviours as a tool for the examination of interactions among the commonplaces of learning (students, teachers, and curriculum materials). We define learning behaviours as actions performed by the students as a result of learning stimuli that are presumed to advance the student towards the acquirement of new knowledge. Learning behaviours may have negative as well as positive outcomes. For example, the identification of variables in an experiment, a required learning behaviour, might very possibly lead to the identification of non-relevant as well as relevant variables. This could lead to the development of misconceptions concerning conclusions drawn from the experiment. Hopefully, such student misconceptions arising from the materials would be identified during the process of formative evaluation. The evaluation model described here is an integral part of a curriculum project aimed at the development of learning materials in physics for technical vocational high schools. In particular, the materials are intended to teach basic principles of physics to students of poor motivation and limited ability. They are oriented towards the needs of technical vocational students and present physics and technology as complementary disciplines (Finegold & Reiner, 1984).     

Toward a definition of a Latino family research paradigm

This paper analyzes some of the methodological requisites for a Latino qualitative family research paradigm. The paper explores the philosophical underpinnings, purposes, parameters, and influences of the role of the researcher. Elements of critical race theory, feminist standpoint theory, and Puerto Rican culture and experience are incorporated in the development of the paradigm. Thus, the framework reveals an epistemology that is sensitive to Latino cultural knowledge production and holds an explicit social objective to challenge existing structures, that is, to produce knowledge that presents Latinos as active agents facing constraints or exhibiting resistence behaviors within a social structure. The framework's parameters outline the boundaries all Latino groups share in the United States, such as bicultural identity, Spanish language, and cultural citizenship. The researcher's influence is examined from a Latina (Puerto Rican female) perspective to find some of the continuities and discontinuities that may influence the inherent power dynamic within the researcher informant relationship.     

Cognitive Effects of a Structural Overview in a Hypertext

Disorientation and navigation inefficiency are the consequences of the fragmented and incoherent structure of most hypertexts. To avoid these negative effects, researchers recommend—among other things—an interface with a structural overview of the relations between sections. Some authors have found that with such an overview, information is looked up faster and remembered better. This study examined whether a structural overview also leads to a deeper understanding. Forty students read a hypertext about the effects of ultraviolet radiation in one of two presentation conditions (structural overview and list). In the list condition, the same topics were mentioned as in the overview condition, but just in the format of a list. After reading, they answered textbase questions which measured their recognition and also inference questions supposed to measure their situation model constructed from the information read. The last type of questions indicated the readers' understanding of the text. On textbase questions, subjects with low as well as high prior knowledge scored equally well in both conditions. In contrast to our expectation, the overview did not improve the recognition of main points. However, on situation model questions low prior knowledge subjects scored significantly lower in the overview condition than in the list condition. These results supported our hypothesis that a structural overview may hinder the understanding of less knowledgeable readers, because it draws their attention to the textual macrostructure at the expense of attention to the microstructure of the text.     

Dynamic response of a beam on a Pasternak foundation and under a moving load

The dynamic response of an infinite beam placed on a Pasternak foundation when the system was subjected to a moving load was investigated. We used the double Fourier transform and its inversion to solve the formulations of the problem. A closed form analytic solution of the beam was obtained by the theorem of residues. We selected a numerical example to illustrate the dynamic response of the beam on Pasternak and Winkler foundations, respectively. We discuss the effect of the moving load velocity on the dynamic displacement response of the beam. The maximum deflection of the beam increases slightly with increased load velocity but increases significantly with reduced shear modulus of subgrade at a given velocity. The maximum deflection of a beam resting on a Pasternak foundation is much smaller than that of a beam on a Winkler foundation.     

书名号与括号的次序

当需要用括号对书名号所标示的文本的性质特点等进行注释说明的时候,书名号的后一半和括号的书写存在着一个先后次序问题。注释书名号所标示的文本的括号,应该放在书名号的后一半的后边,即书名号的外面;注释书名、篇名、报刊名本身或其中的某个词语的括号,应该放在书名号的后一半的前边,即书名号的里面。     

授之以鱼不如授之以渔

西方教育家约翰·杜威在他著名的讲演《学校与社会》里这样描述20世纪初西方的教育模式：“在教室里课桌按照几何图形紧密的排列在一起，几乎没有移动的空间，教师严肃的维持着课堂秩序，教材是现成统一的，在这样的教室里进行的唯一教育就是‘静听＇，孩子只能被动地吸收，并且被要求尽可能以最少的时间获取最多的资讯，他们是被当作一个整体对待，不能发挥自己的特点和个性。     

社会科学是不是科学——析波普尔对社会科学性质的界定

社会科学是不是科学？这是社会科学哲学研究中一个重要的问题。波普尔从科学的划界标准、科学发现的方法以及自然科学和社会科学的比较中对社会科学的性质作了逻辑规定,得出结论——社会科学是科学。     

站在“以德治国”的高度，实施“以德治校”

落实江泽民“以德治国”的思想，要从各地区、各部门、各单位做起，从每个人做起。教育是一个民族最根本的事业，学校是教育人的场所，学校教育的好坏，教师师德水平的高低，直接影响学生道德品质的形成，影响学校的精神文明，影响国家的长治久安和国民素质的提高。因此，学校教育必须站在“以德治国”的高度，“以德治校”，做到转变育人观念，坚持以育人为本；面向全体学生，促进学生全面发展；正确认识教师手中的权力，为学生树立人格榜样；创造良好的校园育人环境，使学生健康成长。