three times bigger than = three times as big as 还是=four times as big as？

早在笔者读中学时。老师就教我们说,three times bigger than=four times as bigas。此说有据可查,见《新英汉词典增补本》似New English-Chinese Dictionary p1462．世纪出版集团1985年7月新2版1。four times as long as在该辞典中被译为“……的四倍长;比……长三倍”。     

Small country,big business? New Zealand as education exporter

This paper discusses New Zealand’s role in the global market for tertiary education. The internationalisation and liberalisation of education markets is progressing rapidly in today’s globalising world, as reflected by the incorporation of education as a service into the GATS framework. Through the example of New Zealand as a case study for the internationalisation of education services, the study depicts the way the government is involved in this process. Commodification of sectors traditionally subject to domestic public policy is often associated with a less interventionist state, but our example of education shows that this is not necessarily the case, at least not in the medium‐term: New Zealand’s government rather appears to be an active facilitator of the liberalisation process in education. We review its recent move towards treating education as an international export good and present data on the growth of this industry. The paper concentrates on the particular ways by which New Zealand’s government is trying to facilitate this process of liberalising the education sector.     

0.999…<1还是0.999…=1?

0 .9<1还是 0 .9=1 ?这是一个早有定论的老问题了。但不少教师对这个问题还是模棱两可 ,因此 ,笔者认为有必要介绍几种推算 0 .9·的值的方法 ,供广大教师参考。　　 1 性质推算法　　 0 .9·=0 .99… =9×0 .1 1… =(1 0 -1 )× 0 .1 1…=1 .1 1… -0 .1 1… =1 .　　 2 简单推理法　　 19=0 .1 1… =0 .1 ·　　 29=0 .2 2… =0 .2·　　……　　 89=0 .88… =0 .8·　　由上可看出 ,当分子是 9时 ,则 99=0 .9·,亦即 0 .9·=99=1 .　　 3 扩倍计算法　　∵　 19=0 .1 1… ,　　∴　 19× 9=0 .1 1…× 9=0 .9·.　　即　 0 .9·=19× …     

Are four heads better than one? A comparison of cooperative and traditional teaching formats in an introductory biology course

The objective of this experiment was to compare the impact of a cooperative learning format with a traditional lecture-oriented format in the teaching of introductory biology. Differences were found in favor of the cooperative learning format in measures of student satisfaction, the ability to find information on one's own, the acquisition of factual knowledge, and the ability to work with others. The results of this study affirm the viability of using a cooperative learning approach over a traditional lecture format.Judith E. Miller is Director of Educational Development and Professor of Biology and Biotechnology at WPI, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the M.S.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College.     

p=F/S:控制变量法还是比值定义法?

在初中“压强”的教学中,对于探究性实验“压力的作用效果跟什么因素有关”,人教版教科书中写到:“在研究一个物理量对某个现象(例如橡皮泥的形变)的影响时,一定要保持其他物理量不变”.据此,有老师认为p=SF是通过控制变量法得到的,教师教学用书中也在“过程与方法”中确定了“     

大城市是教育资本还是教育负债?简

“PISA结果显示,社会经济背景的差异只是其中的一部分原因;控制了社会经济背景之后大部分成绩差异依然存在。”     

爱因斯坦的E=mc~2是“质能互变”公式?还是“质能联系”公式?

在质量和能量的关系问题上,英美等国的大、中学无机化学或普通化学大多认为质能之间存在着互相转化或变化关系,这跟我们所提的质能互相联系关系的观点是有区别的。“化学     

意向和行动:逻辑关系还是因果关系?——冯·赖特之逻辑关系论证简

意向和行动是因果关系还是逻辑关系,是意向主义和因果主义争论的焦点。逻辑关系论证是意向主义哲学家早期用于反对因果主义的一种理论。冯?赖特支持逻辑关系论证,并为之提供了新的证明方式。但在行动和意向之间是强逻辑关系还是弱逻辑关系的问题上,冯?赖特早年支持强逻辑关系,而后又转向弱逻辑关系,也就是概念关系。这一转变反映了新维特根斯坦主义对行动说明所做的探索,即坚持行动说明的独特性,一方面要反对自然科学中因果说明的僭越,另一方面真正承认社会生活的丰富性,并在此基础上对行动说明给予合适的定位。     

Developing a deeper understanding of <Emphasis Type=Italic>mathematics teaching expertise</Emphasis>: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics “expert” teachers. Exploiting the Western and Eastern literature we examine the notion of “mathematics teaching expertise”, as it is perceived in the East and the West. The data consist of two rounds of in-depth interviews, observations and teachers’ representations of their resource systems, where teachers describe their resources connected to their practice, their perceptions of mathematics teaching expertise, and how to develop it. Subsequently, the data are analyzed with respect to the different facets of the notion of teaching expertise and related to the teachers’ views and practices, in order to deepen our understandings of what proficiency in mathematics teaching might mean and how to develop it, seen through the lens of ‘resources’. The significance of the study relates to the enhancement of mathematics teachers’ expertise and capacity building when working in collectives (e.g., in teacher professional development), in order to develop a strong workforce for supporting and helping to improve pupil learning.