山东省惠民地区中小学实验室常规管理评估表

(试行)指标ABCQEFG总分得分项目赋值内容赋值评估标准估得分评估方法备注A领导薪和管理机构l01、实验室实行“统一领导,分工负责”的体制。规模在十二个班以上,并已建起原部颁一类标准实验室学校,设实验室主任一名,其他已建二类标准实验室学校,实验室主任可由一名教导主任兼任。5无一类或二类标准实验室扣2分,无实验室主任也没有教导主任兼任的扣3分.听取汇报.访间调查2、要有一名校长分管实验室工作,有一名教导主任或实验室主任主管实验教学和实验室管理工作,总务处负责实验经费、物资供应和财务管理。5没有校长分管实验室的扣2分,无教…     

名师风采——访莆田学院卢国富教授

卢国富教授先进事迹卢国富教授,研究生理学博士,原莆田学院副校长,厦门大学和华侨大学兼职教授、硕士生导师,福建省高校应用数学重点实验室主任,福建省数学学会副理事长,福建省生物数学学会副理事长,美国数学学会外籍会员。     

数学界共商中国数学发展方向

北京国际弦理论大会热潮方退,西子湖畔数学热浪又起.由著名华人数学家丘成桐牵头,中国顶尖数学家日前齐集杭州,举行中国数学科学与数学教育发展论坛,共同探讨中国数学科学和数学教育的发展方向.由浙江大学数学中心主办的这次论坛,主要议题是:中国数学的未来,创建和谐公正、催人奋进的数学氛围等.丘成桐、杨乐、王元等10名院士以及70多位国内外高校数学中心主任和数学研究院院长参加了论坛.     

浅谈农村初中数学实验室教学

<正>培养学生的数学兴趣比多教给学生一些知识或解题能力更重要。近几年许多学校筹建了数学实验室,意在提高学生的数学应用能力进而激发学生的兴趣。笔者经过两年的实验室教学发现,数学实验教学与理化生实验有着很大区别,数学概念和数学定理的学习不仅需要从实践中推导出来,还需要在理论中沉淀,而数学应用的范围更广,数学实验室实际已无法局限于一个小小的房间。在农村初中进行数学实验室的教学,不能模仿物理或化学的实验课,而是要根据需要科学地进行实验室     

兰州大学干旱农业生态国家重点实验室简介

干旱农业生态国家重点实验室是1991年由国家计委批准、利用世界银行贷款、依托在兰州大学建设的,1995年11月通过国家验收,并正式对国内外开放。实验室首任主任、著名生态学家赵松岭教授逝世后,曾由兰州大学副校长李廉教授代理实验室主任,现任实验室主任为陈家宽教授;中国科学院院土、北京师范大学孙儒泳教授任学术委员会主任,学术委员会由国内生态学界著名专家学者15人组成。实验室拥有面积2200多平米的独立实验楼一座,环境优美。现有固定人员20人,其中研究人员16名（高级职称8人,中级职称8人）,占80％,研究人员中有博士学位的11…     

华南师范大学学报主编、博士生导师翁佩萱教授应邀来我院作学术报告

2008年6月5日上午,翁佩萱教授应邀在我院理科大楼202室为我院数学与信息技术系师生作了题为《从数学分析到时标理论》的学术报告.她深入浅出的讲演,深受师生们的热烈欢迎.学术报告会由我院数学与信息技术系主任刘玉教授主持.     

实验室是培养创新人才的摇篮——从卡文迪什实验室看实验室的作用

介绍了英国剑桥大学卡文迪什实验室的发展历程,特别是该实验室的历届实验室主任的创新思想,大胆改革实验室的主要研究方向,并取得了一系列推动科学发展的辉煌成就,与此同时,从第一任实验室主任麦克斯韦到瑞利勋爵、J.J.汤姆森、卢瑟福、W.L.布格、莫特等,培养了一代一代的著名科学家。实验室是培养创新人才的摇篮,是现代大学的心脏。     

未来教室：在手持技术数学实验室里“做”数学

北京市陈经纶中学于2008年参加了国家级课题《手持技术与数学新课程整合》项目,具体的试验研究由教育部数学重点实验室（北京师范大学数学科学学院为建设单位）组织实施,当时使用HP39gs图形计算器。2013年,北京市朝阳区教委在我校建成手持技术数学实验室,设备更新为TICAS图形计算器系统。“手持技术与新课程整合”项目,简称MCL,意指移动实验室项目,图形计算器为数学实验室的主要配置。     

你发现了什么——漫谈黑洞数(1)

从本期起,本刊将推出一个新栏目“数学实验室”.在学习和研究自然科学时,我们常常动手做实验,通过实验操作,观察现象,分析数据,发现现象背后的规律,获取科学知识.在数学中,同样需要做实验,事实上,许多数学定理和结论就是首先通过数学实验进行观察、分析、归纳、猜想而得到,然后再加以证明的. 数学实验的对象常常是数式或图形(含模型、实物等),实验的目的是获得数学体验,增加我们对数式或图形的了解,并通过观察和思考揭示其中的规律. 近年来,电子计算机由于其拥有的强大运算功能和图形处理功能,已成为数学实验室的强有力工具,也使得数学实验在数学学习和研究中的重要性日益凸显. 让我们一起动手做数学实验吧!本刊欢迎您提供实验课题和实验过程,别忘了将您的发现告诉编辑部哟!     

高职院校数学实验室建设的必要性研究

数学实验室建设的目的是创建数学实验室综合平台,让学生借助计算机以及相关软件（尤其是数学软件）加深对数学理论知识的理解,培养学生的动手能力;同时也为教职工提供一个良好的科研环境,不断提高老师的科研能力.本文将结合我院情况就数学实验室建设的必要性、可行性进行研究.     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

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。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

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     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

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.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

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.