苏轼谐谑诗探源

诗本正体,自古皆以“温柔敦厚”为准绳和规矩。然东坡诗中有大量的戏谑调侃之作。诗作如此谐谑,颇值人们注意和研究。在界定了谐谑诗的内涵外延并探明谐谑诗源流后,本文着重分析苏轼谐谑诗之源:性格和经历是影响苏轼创作谐谑诗重要的内、外因素,对前贤的学习和继承是影响其创作的重要条件,而创作思想则影响了他谐谑诗创作的内容、技巧、风格等。     

建构主义学习理论的认识论特征分析

文章从激进建构主义和温和建构主义维度分析建构主义在认识论上的特征,接着分析了几种主要学习理论的认识论特点,指出从认识论角度看,建构主义是一种既不同于主观主义也不同于客观主义的第三种认识论,是一种介于主观主义和客观主义之间的认识论。最后分析建构主义学习理论作为教育技术学理论基础时应注意的问题。     

Characterization and photocatalytic activity of mixed nanocrystalline TiO<Subscript>2</Subscript> powders prepared by xerogel-hydrothermal method in different acid solutions

TiO₂ nanoparticles(NPs)were prepared via the hydrothermal route of TiO₂ xerogel in nitric acid, hydrochloric acid and acetic acid. The physico-chemical properties of the powders were characterized by X-ray diffraction(XRD)and N₂ adsorption desorption techniques. The effects of the different acids on the structure(crystal phase)and texture(primary particle size and porosity)of the TiO₂ powders were explored. Results indicated that acetic acid facilitated the formation and stability of pure anatase phase. On the other hand, nitric acid and hydrochloric acid led to the transformation from anatase to rutile. The catalyst synthesized via the hydrothermal route of TiO₂ xerogel in the low concentration hydrochloric acid solution(Ti-HCl-0.15)had the highest photocatalytic activity than the catalysts obtained in the other two acid solutions. The effects of the different acids were discussed in terms of acid strength, chelating effect and the thermal stability of the adsorbed acidic anions.     

经济管理类课程开展案例教学的探索

在职业院校经济管理类课程中开展案例教学,可以形象地传授管理知识,将学习者置于复杂的经济管理现实环境中,更好地理解经济管理理论和知识.在具体的案例教学中,要提出一个没有明显正确答案的问题,引起学习者的争论,并运用案例中的信息思考问题.教师在案例教学中作为组织者、引导者应做到使讨论井然有序,协助学生理清思路,监督学生学习进展情况.     

某些4-氨基-1-氮杂-1,3-丁二烯(Ⅱ)新化合物及其3-氯(Ⅲ)和3-溴(Ⅳ)衍生物的合成

用希夫碱(Ⅰ)在无水三氯化铝(AlCl_3)或二异丙胺锂(LDA)与氯化锌乙醚溶液(ZnCl_2·OEt_2)存在下加成于腈类化合物,制备了一些新的4-氨基-1-氮杂-1,3-丁二烯(Ⅱ)。用N-氯琥珀酰亚胺(NCS)和N-溴琥珀酰亚胺(NBS)与带有3-位烯胺氢原子的化合物Ⅱ合成了3-氯(Ⅲ)和3-溴(Ⅳ)衍生物。全部化合物Ⅱ、Ⅲ和Ⅳ都经MS、~1H和~(13)C NMR定性,文中给出了其MS、~1H和~(13)C NMR数据。     

Practicum teachers’ use of mobile technology as measured by the technology acceptance model

ABSTRACT

This study utilized the Technology Acceptance Model (TAM) to examine practicum teachers’ current use of mobile technology and their intentions of use in the future. A survey was conducted to better understand the relationship between practicum teachers and their potential assimilation of technology into classroom practice. The survey questionnaire was administered to 100 undergraduate students at [institute withheld], [country withheld]’s teacher preparatory university. The following four key constructs of the TAM were assessed: perceived ease of use (PEU), perceived usefulness (PU), subjective norm (SN), and behavioural intention to use (BIU). The impact of practicum teachers’ gender and academic subjects on their acceptance of technology were also investigated. The present study found strong links between PEU and PU. While practicum teachers perceived mobile technology as being useful and intended to use it in their classrooms, BIU was not significantly impacted by PEU, PU, or SN. The data also suggested that gender did not affect BIU while practicum teachers’ academic subjects might be an indicator of their future intentions to use mobile technology. With these findings, recommendations are made to further improve the integration of mobile technology in classroom practice.     

服务语言的使用原则

作为工作用语的服务语言,在客我交往活动中,必须表现出明确的服务目的性,因而有别于人们日常的交际语言.从业人员使用服务语言,符合规范性,保持文明礼貌,并与语境相适应,必须进行严格的自我调整和控制.     

大学的城市城市的大学——"三区"联动之同济模式研究

科教兴市战略的提出,需要大力发挥高校在城市发展与建设中的作用。“三区”联动即以大学校区为依托,以科技园区为平台,以资源在公共社区的集聚、共享、融合为抓手,是落实科教兴市战略的具体策略。以同济大学为例,分析大学在“三区”联动过程中存在的问题和障碍,进而提出针对性的解决措施。     

激发探究兴趣 培养创新能力

现代学习方式是一个多维度、多层次的开放系统，基于地理课程理念和目标，文章就如何激发学生的探究兴趣，培养擘生的创新能力加以探讨：①创设教学情境，激发探究兴趣。②重视实践合作，培养创新能力。③发展信息教学，培养创新人才。     

Seminar教学法、案例教学法及其课堂教学模型构建

Seminar教学法与案例教学法是当前国外流行的大学学科教学改革的主要运用方法。这两种方法试图改变传统的“传授——接受”单向教学模式，真正促进课程教学中的“教学相长”。以公共政策学课程教学改革为例，可以使用这两种教学方法建构一般的课堂教学模型。