用于精密控制的直线磁通切换永磁电动机的暂态性能分析

提出了一种适用于精密控制的新型直线磁通切换永磁(LFSPM)电机的动态dq数学模型.通过采用有限元法对LFSPM原型机进行数值仿真,分析该电机的运行原理并计算其反电动势、磁链等电磁参量.仿真和测量表明,该电机的反电动势和磁链均按正弦规律变化,并且在运行时具有与直线表面永磁电机(LSPM)相似的磁链变化规律.在此基础上,...     

新高考改革研究:回顾与展望

采用文献法对近五年"新高考改革"学术研究发展脉络进行分析,发现我国关于"新高考改革"的研究是在新高考制度的出台和原有高考制度过于看重分数的背景下提出的,主题主要包括高中生选考、分层走班教学、职业规划教育、综合素质评价等方面,争议主要集中在学生学业压力是否减轻、等级赋分是否公平合理、一考定终身是否被打破三个方面。今后应扩大研究范围,加强对综合素质评价结果的研究,加强改革结果与政策的对比研究。     

“超级中学”准入条件下农村子女的教育起点弱势问题研究——基于布尔迪厄的资本理论视角

当前,"超级中学"引发的农村子女教育起点弱势问题愈发凸显,针对此现象,文章基于布尔迪厄的资本观点,分析得出农村子女家庭文化资本、经济资本、社会资本的缺乏分别造成其要进入超级中学面临"以优择校"难、"以钱择校"很难、"以权择校"难上加难。据此,提出通过完善"择优录取"、抑制"钱学交易"、杜绝"权学交易",淡化家庭资本在高中入学竞争中的效应,进而改善农村子女的教育起点弱势,促进城乡教育公平。     

Relational epistemologies in land-based learning environments: reasoning about ecological systems and spatial indexing in motion

Cultural Studies of Science Education - Social and cultural practices in learning settings are sites for leveraging and/or remediating sustainable and just conceptions of nature–culture...     

试论知识资本及其投资

把知识作为资本进行投资就是知识资本投资。知识资本及知识资本投资在诸多方面与以往一切资本形式及其投资都不相同,从而也决定了知识资本作为继商业资本、工业资本、金融资本之后的第四大资本形态而存在的必要性和重要性。知识资本投资并不仅仅在知识经济时代才可能进行,在当今中国,实施或进行知识资本投资活动也是有巨大的现实意义。     

近十五年我国流动儿童教育问题研究的热点与思考——基于CiteSpace的可视化分析

运用文献计量软件CiteSpace,对中国知网和中国社会科学引文索引2001-2016年的流动儿童教育问题相关文献进行统计分析,发现近十五年流动儿童教育问题研究呈现如下特点:从内容上看,热点主题为流动儿童义务教育阶段的教育公平问题,尤其是教育起点公平和教育过程公平问题;从时间上看,进入21世纪以来,研究一直处于活跃涌现期,只是在不同的阶段,研究的热点有所变化;从类型上看,热点主题可以分为两类,第一类是平稳型,第二类是突变型;从研究机构上看,虽然有重要的领军机构,但是各个机构之间合作较少;从学科分类上看,涉及教育学、社会学、心理学等,但交叉学科的研究成果较少。今后应加强:教育政策的完善、心理健康教育的关注、家庭教育的重视以及研究机构之间的合作。     

Beginning secondary science teacher induction: A two‐year mixed methods study

Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011     

Listening to teacher lore: The challenges and resources of Korean heritage language teachers

In this paper, we present a study on the experiences of four Korean heritage language teachers in the United States, specifically the challenges they face and the resources they draw upon for their teaching. We situate our work within the conceptual framework of teacher lore (Ayers & Schubert, 1994) that accentuates the importance of putting teachers at the center of teacher knowledge. Our findings point to the importance of positioning heritage language teachers as bearers of funds of knowledge (Mercado & Moll, 1997) and to the importance of listening to their voice.     

流动儿童身份认同危机的表现、成因及对策

近年来随着进城务工人员规模日益增大,跟随父母进城的流动儿童愈益增多,由此引发的流动儿童身份认同危机引起了社会的高度关注.这种身份认同危机主要表现为身份归属危机与心理调适危机,儿童身份认同遭遇了以户籍制度为核心的制度性社会排斥是其产生的重要原因.推进户籍制度改革、完善学校制度建设与教育、加强城市与农村群体互动、扭转流动儿童非理性认知有助于排解流动儿童身份认同危机,促进城乡融合与社会和谐建设.