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1.
某些物质在外磁场作用下 ,呈现出抗磁性 ,现在的教材中对抗磁性起源主要是用电子轨道进动和电磁感应两种经典解释。论文对两种结果等效性作论证并予讨论 相似文献
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我们知道,根据平面向量基本定理,在一个平面内,给定2个不共线的向量i、j,任何一个向量→↑OP都可以用这2个向量表示成→↑OP=λ1i+λ2j.若i⊥j,则可以i、j作为基底,建立平面直角坐标系, 相似文献
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2007年高考江西卷(理)第15题为:
如图1,在△ABC中,点O是BC的中点,过点O的直线分别交直线AB,AC于不同的两点M,N,若→↑AB=m→↑AM,→↑AC=n→↑AN,则m+n的值为____。 相似文献
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李忠志 《沈阳教育学院学报》1999,1(3):105-107
本文根据矢量场唯一性定理,对比分析了磁场强度矢量→↑H仅与传导电→↑Jt有关的充要条件及内涵,进而阐述了在该条件下磁化场的特点及典型应用。 相似文献
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1.问题背景
2008年12月浙江省五校第一次联考中有这样一道题:在△ABC中,满足→↑AB⊥→↑AC,M是BC的中点. 相似文献
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Spanish-speaking learners of French, aged 9 to 11 years old, were tested after approximately 7months of French instruction to explore the contribution of phonological and syntactic awareness in L2 in 4 components of L2 reading, taking oral competence in L2 andreading in L1 into account. Phonological tasksin L2 better explain decoding. Word recognitionthrough the visual route is best explained bythe corresponding ability in L1. Sentencecomprehension is best explained by oralcompetence in L2, although it is stronglycorrelated with syntactic awareness. Finally,text comprehension is explained by thecorresponding ability in L1, althoughcorrelations with syntactic awareness and oralcompetence are strong. Theoretical implicationsare derived from these findings, and questionsrelative to the subjects' age and level ofbilingualism as well as methodological issuesare discussed. 相似文献
12.
杨叔子 《华中科技大学学报(社会科学版)》2004,18(2):20-23,29
文章首先简引了报载《安徽阜阳旧官场群丑图》与郭沫若《甲申三百年祭》一文,介绍了毛泽东同志对郭文的高度评价与有关论断.论述了“两个务必”的提出.引用了党中央历届领导对“两个务必”的重要指示;然后,论述了“两个务必”的重大作用及其同立党为公、执政为民的关系;最后,论述了惩治腐败与干部队伍建设的有关问题。文中还阐述了关注甲申同弘扬民族精神的密切关系。 相似文献
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Eleni Morfidi Aryan van der Leij Peter F. de Jong Femke Scheltinga Judith Bekebrede 《Reading and writing》2007,20(8):753-784
The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six
average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native
Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the
two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between
reading and its predictors within and across the two languages was investigated. Between group differences were similar in
L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing.
Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme
awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed
that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional
variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was
the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance
in L1 speeded word reading. 相似文献
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This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students. 相似文献
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用价层电子对互斥理论、杂化轨道理论和分子轨道理论的基本观点阐明了NO2、N2O4分子的键合作用,给出这两种分子空间构型及结构数据的解释. 相似文献
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The purpose of this study was to examine the relationship between measures of written vocabulary and writing quality. Participants
included 92 second-grade students and 101 fourth-grade students. Students completed two writing samples: one an experimenter-developed
writing task and the other, a standardized assessment of writing quality. Research questions examined whether four vocabulary
measures (vocabulary diversity, less frequent vocabulary, mean syllable length, number of polysyllabic words) demonstrated
developmental differences, whether the vocabulary measures remained stable across two different writing prompts, and whether
the vocabulary measures explained unique and shared variance beyond that explained by compositional length and compositional
spelling. The results indicated that vocabulary diversity and less frequent vocabulary showed developmental differences across
the two writing tasks. Vocabulary diversity was the only variable to remain stable across the two writing tasks. Commonality
analysis revealed that vocabulary measures explained unique and shared variance in writing quality in all four models (2 grades
and 2 writing prompts). Generally, vocabulary diversity was the most stable and consistent of the four vocabulary variables. 相似文献
17.
Matthew J. Mayhew 《Research in higher education》2012,53(3):282-310
This multi-level, longitudinal study investigated the ecumenical worldview development of 13,932 students enrolled in one
of 126 institutions. Results indicated that the final hierarchical linear model, consisting of institution-and-student-level
predictors as well as slopes explaining the relationships among some of these predictors, explained 39.98% of variance in
Time 2 ecumenical worldview. Specifically, differences in ecumenical development trajectories for men and women could be partially
explained by the average amount of religious struggle reported by students. Implications for college impact researchers and
student development scholars are discussed. 相似文献
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以杂化理论、闭合的三中心两电子键模型对Al2 (CH3 ) 6之键角、键长等作出合理的解释 ,明确Al2 (CH3 ) 6的空间构型 相似文献
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Juan Zhang Catherine McBride-Chang Xiuli Tong Anita M.-Y. Wong Hua Shu Cathy Y.-C. Fong 《Reading and writing》2012,25(9):2183-2203
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8?years old, across 1?year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children. 相似文献
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Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献