全玻璃化工仿真装置实训教学的研究与实践

依据高等职业教育学生培养要求,建设全玻璃化工仿真装置实训中心。经过实训应用,使学生专业技能综合素质得到提高,实训方式得到改进和完善,提高了教育教学水平。     

高等数学中极限概念教学探析

分析大学一年级新生学习极限概念前对极限的认识层次及极限概念学习中常见的几种认知障碍,剖析极限概念中蕴含的方法论知识,在此基础上构建了＂基于方法论、立足学习论＂的极限概念教学方案并予以实施.     

数控技术人才工程能力培养实践教学体系的构建

文章基于工程能力在数控技术人才培养中的重要地位,构建了以强化学生工程能力为基础的实践教学体系,探索了学生工程能力培养＂再现工程环境＂的方法。以完善的实践教学质量标准和管理制度,依托紧密型校企合作校内、校外实践基地,有效地培养学生的工程能力。     

促成衍生公司产生的因素：产学合作视角

摘要：产业和学术界之间的知识转移促进了学术方拥有知识的商业化进程,有助于增强国家和地区的经济竞争力,成为技术管理研究中较为关注的方面。衍生公司正是技术转移的有效方式之一,也是一种令人满意的结果,而“产学合作”这一组织机构正是衍生行为的温床。本文从产学合作机构的视角,梳理了国、内外学者对便利于技术转移和衍生公司产生的各种动因研究,提炼了影响产学合作机构创建衍生公司的关键因素,选用logistic 回归模型进行了实证分析,并对估计结果进行了讨论,为创造优化的“衍生环境”提供了依据,文章最后给出了相关的政策建议。     

中国高等师范课程设置的沿革和特点

本文简述了中国高等师范课程设置的沿革。通过对各个时期高师课程设置的纵向比较,概括分析了中国高等师范课程设置的特点。     

新时期体育职业教育助力乡村振兴的现实状况和推进路径

通过文献资料法和田野调查法,系统分析体育职业教育在助力乡村振兴中的成效和面临的困境。体育职业教育助力乡村振兴主要依靠项目带动、资源输入和定向人才培养等路径,这有助于进一步缩小城乡发展差距、持续增强乡村文化自信、推动乡村人才兴旺。然而,当前体育职业教育在服务乡村振兴方面存在对助力乡村振兴理解不深、办学定位与乡村体育振兴需求存在偏差、面向农村的体育人才培养数量不足、服务乡村振兴的内容与形式单一等问题。提出,要深化体育职业教育主体服务乡村振兴的认识,提升服务乡村振兴的质和量;明确体育职业教育的办学定位,优化专业结构;构建多元化人才培养模式,助力乡村人才兴旺;坚持大职业教育扶贫格局,强化协调服务能力。旨在推动乡村振兴,助力乡村繁荣发展。     

Distribution of Welding Residual Stress of Mixed Steel U-Rib-Stiffened Plates

To analyze the effects of width and thickness of each composition element of mixed steel U-rib-stiffened plates on the welding residual stress distribution, the distribution of the U-rib and the plate residual stress was calculated using a simplified calculation method. The method involved welding the mixed steel U-rib-stiffened plates for a structure with different sizes and different strength ratios of U-rib to plate. Based on a welding residual stress numerical simulation method validated by the blind hole method test, the distribution law of the mixed steel U-rib stiffened plate was studied. The results showed that the change of plate width has little impact on the welding residual stress and that the ratio of the thicknesses of the plate to U-rib stiffeners, the thickness of the plate, and the thickness of the U-rib has a great influence on the distribution of the welding residual stress. The thickness of plate and steel strength also greatly influenced the distribution width of the residual tensile stress. While analyzing the compression capacity of U-rib-stiffened plates, the simplified distribution of welding residual stress was used.     

论坚定不移地发展中国特色社会主义民主政治

中共十七大报告首次提出了“人民民主是社会主义民主的生命”的重要论断。这一论断,充分体现中国共产党“立党为公、执政为民”的本质要求,反映了社会主义民主的本质与核心。站在新的历史起点上,我们党必须深化政治体制改革,坚定不移地发展中国特色社会主义民主政治。     

网络嵌入性对联合风险投资信息优势的影响

本文将网络嵌入性理论的结构嵌入性观点与关系嵌入性观点纳入到统一的研究框架内,基于我国2000-2013年联合风险投资数据,对联盟领导者投资比例与联盟成员网络嵌入性的关系进行量化研究,以探索网络嵌入性对联合风险投资信息优势的影响。研究表明:在我国经济转型背景下风险投资市场发展的初始阶段,联合风险投资中的领导者可通过网络位置获取较好的信息搜索能力,以增强联合投资的信息优势,而跟从者普遍缺乏此能力,但依靠跟从者内部"领头羊"的异质性信息资源以及与投资对象之间的信息共享关系可以强化相应的信息搜索优势;此外,联合投资规模的增加也有助于弥补投资信息缺口。     

Impact of curriculum reform: Evidence of change in classroom practice in the United States

The purpose of the study reported in this article is to examine the impact of curriculum on instruction. Over a three-year period, we observed 579 algebra-related lessons in grades 6-8. Approximately half the lessons were taught in schools that had adopted a Standards-based mathematics curriculum called the Connected Mathematics Program (CMP), and the remainder of the lessons were taught in schools that used more traditional curricula (non-CMP). We found many significant differences between the CMP and non-CMP lessons. The CMP lessons, emphasized the conceptual aspects of instruction to a greater extent than the non-CMP lessons and the non-CMP lessons emphasized the procedural aspects of instruction to a greater extent than the CMP lessons. About twice as many CMP lessons as non-CMP lessons were structured to use group work as a method of instruction. During lessons, non-CMP students worked individually on homework about three times as often as CMP students. When it came to text usage, CMP teachers were more likely than non-CMP teachers to work problems from the text and to follow lessons as laid out in the text. However, non-CMP students and teachers were more likely than CMP students and teachers to review examples or find formulas in the text. Surprisingly, only small proportions of the CMP lessons utilized calculators (16%) or manipulatives (11%).