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排序方式: 共有178条查询结果,搜索用时 15 毫秒
61.
62.
John Henry Katherine Neal Sokhieng Au Gabrielle M. O'Sullivan John Forge Rosemary Robins Stephen Healy Mark Rix James Tabery Katie Vann Carl Windhorst Katherine Neal Peter Neushul Gail Clements Ingo Brigandt Nicolas Rasmussen Anthony S. Travis Lloyd Ackert Simon Knell Claire Hooker 《Metascience》2002,11(2):201-268
63.
Nicolas Grenier-Boley 《Educational Studies in Mathematics》2014,87(3):439-461
Certain mathematical concepts were not introduced to solve a specific open problem but rather to solve different problems with the same tools in an economic formal way or to unify several approaches: such concepts, as some of those of linear algebra, are presumably difficult to introduce to students as they are potentially interwoven with many types of difficulties as formal ones and far away from the actual knowledge of the students. The purpose of this paper is to propose a methodology for studying the introduction of such concepts in linear algebra during tutorial sessions at the beginning of university, the wording of the concepts being yet presented during lectures. For this purpose, we amend a general methodology of Pariès, Robert and Rogalski inside the general framework of Activity Theory. This methodology lets us take into account several specificities of these concepts and studies the mathematical activity the teacher organises for students and the way he manages the relationship between students’ actual activities and mathematical tasks. We also present an implementation of this methodology based on a French university course to illustrate our approach and discuss its possibilities. 相似文献
64.
Nicolas Palluau 《Paedagogica Historica: International Journal of the History of Education》2014,50(1-2):93-108
Le scoutisme français n’a pas toujours vu Baden-Powell comme un modèle. A leur fondation en 1911, les Eclaireurs de France refusent de traduire Scouting for boys. Mais, le philosophe genevois Pierre Bovet le traduit dès 1912 pour l’éditeur neuchâtelois Delachaux et Niestlé. Le texte anglais arrive en France malgré le nationalisme des Eclaireurs qui le maintient dans un purgatoire sévère. La traduction est saluée par un réformateur social comme Georges Bertier, directeur de l’Ecole des Roches. Dès 1921, celui-ci préside les Eclaireurs et les ancre dans l’Education nouvelle. En 1919, l’éditeur Delachaux et Niestlé a ouvert une succursale dans la capitale française. L’essor des traductions scoutes est contemporain, notamment par des cadres suisses, tels Ketty Jentzer, commissaire genevoise ou Jean Carrard, chef à Lausanne. Mais, alors qu’en 1920, Bovet écrit son livre-maître Le Génie de Baden-Powell où il analyse cette pédagogie au prisme de l’Education nouvelle, d’autres frontières émergent. Les Français qui possèdent leurs propres travaux, ont moins besoin des traductions suisses. La frontière se recompose selon une autre ligne, l’étude savante. Les Français travaillent avec des philosophes comme Edmond Goblot et Pierre Mendousse autour de la question sociale, objet absent chez Bovet. Les Français défendent le merveilleux pédagogique au détriment de l’analyse savante pouvant le mettre en cause. Bovet demeure un simple passeur. Le scoutisme ouvre et ferme les frontières, recombinées selon les modalités propres à chaque époque. 相似文献
65.
The objective of the teaching experiment reported in this article was to overcome the cognitive gap, that is, students' inability to spontaneously operate with or on the unknown. Following an analysis of the cognitive obstacles involved, this paper reports the results of an alternative approach. We designed an individualized teaching experiment which was tested in six case studies. In the first part the students' natural tendency to group singletons in the unknown within the equations was expanded to a process of grouping like terms. In the second part we introduced a reverse process to grouping like terms, that of decomposition of a term into a sum. This process, combined with the cancellation of identical terms, provides a procedure for the solution of first degree equations with the unknown on both sides of the equality sign. The last part of the teaching experiment involved the decomposition of an additive term into a difference. The first two parts proved very successful and the students developed procedures on their own that were more efficient than the initial ones. The results of the third part, however, revealed the limits of this approach. The students experienced difficulties in choosing the required decomposition. It seems that some of these obstacles are rather robust and perhaps should not be dealt with incidentally but should be addressed as part of a pre-algebra course.This research was funded by the Quebec Ministry of Education (Founds FCAR 92-ER-1032). 相似文献
66.
67.
Nicolas Bencherki 《传播与批判/文化研究》2013,10(1):101-106
68.
69.
Patrice Rougier Nicolas Genthon Thibault Gallois-Montbrun Steve Brugière Eric Bouvat 《Research quarterly for exercise and sport》2013,84(4):702-709
To highlight the capacity of one- and two-legged standing protocols when assessing postural behavior induced by a rigid ankle orthosis, 14 healthy individuals stood upright barefoot and wore either an elastic stocking on the preferred leg or a rigid orthosis with or without additional taping in one- or two-legged (TL) conditions. Traditional center-of-pressure (CP) measures were evaluated for the total two-feet resultant CP and under the feet (plantar CP). Focusing on the plantar CP displacements under the leg fitted with the various orthoses demonstrated particular postural behaviors for traditional parameters with main effects along the mediolateral axis. Only the TL protocol showed the limiting effects of the rigid shells on the inversion-eversion movements in healthy individuals. 相似文献
70.
Nicolas Chambon Violaine Sevrez Quoc Hung Ly Nils Guéguen Eric Berton Guillaume Rao 《Journal of sports sciences》2013,31(11):1013-1022
AbstractThis study investigates the effect of running shoes’ aging on mechanical and biomechanical parameters as a function of midsole materials (viscous, intermediate, elastic) and ground inclination. To this aim, heel area of the shoe (under calcaneal tuberosity) was first mechanically aged at realistic frequency and impact magnitudes based on a 660 km training plan. Stiffness (ST) and viscosity were then measured on both aged and matching new shoes, and repercussions on biomechanical variables (joint kinematics, muscular pre-activation, vertical ground reaction force and tibial acceleration) were assessed during a leg-extended stepping-down task designed to mimic the characteristics of running impacts. Shoes’ aging led to increased ST (means: from 127 to 154 N ? mm?1) and decreased energy dissipation (viscosity) (means: from 2.19 to 1.88 J). The effects induced by mechanical changes on body kinematics were very small. However, they led with the elastic shoe to increased vastus lateralis pre-activation, tibial acceleration peak (means: from 4.5 g to 5.2 g) and rate. Among the three shoes tested, the shoe with intermediate midsole foam provided the best compromise between viscosity and elasticity. The optimum balance remains to be found for the design of shoes regarding at once cushioning, durability and injury prevention. 相似文献