英语单词标义变化的原因分析

语法分析和语义分析是语意研究层面相互关联的两个概念,对文本语意的分析和推进起着至关重要的作用,导致英语单词的文本意义发生变化的原因多种多样,总体可以归纳为语法因素和语义因素,尤以单词所在句子成分、及物与不及物、词义兼容、词义互选和施动制约等因素最为多见.     

智能教学系统中支持协作学习的群体感知模型

自主学习和协作学习是相互促进、相互依赖的网络学习方式。然而,目前典型的网络学习系统(智能教学系统和计算机支持的协作学习系统)大多将自主学习和协作学习强制分离,忽视了自主学习过程中协作交流的激励作用以及协作学习过程中学习者的自主学习需求。因此,扩展现有的智能教学系统,构建一个自主学习和协作学习有机融合的数字化学习环境,有助于更好地满足网络环境下师生的学习需求。支持协作学习的群体感知模型由群体感知信息、群体感知本体和群体感知规则三部分组成,采用本体技术建模协作感知信息,运用语义Web规则语言刻画协作感知机制,为实现协作学习的信息交互提供通用模型。基于该模型构建的智能教学系统,在原有ITS自主学习环境的基础上,扩展了参与者可以相互感知、相互交流的协作学习模块,实现与现有智能教学系统的无缝整合,为开发具有协作学习功能的智能教学系统提供了技术参考。     

桂林方言熟语中转喻和隐喻的认知分析

熟语是由人民群众所创造并广泛流传于民间的通俗语句。以认知语言学中转喻和隐喻的基础理论为指导,尝试从认知角度对桂林方言熟语中的转喻和隐喻现象进行初步分析,并指明其具有形象标示功能、委婉标示功能和焦点标示功能,以期能深入领会桂林方言熟语的诙谐与睿智。     

三维激光打标机的纹理映射技术研究

在分析国内外任意三维曲面激光打标现状的基础上,通过介绍基于三维激光振镜系统自动变焦原理和面向三维激光打标加工的三维纹理数学模型的生成过程,研究了产品三维stl面展开的纹理映射算法,实现了产品三维曲面无尺寸变形和形状扭曲的激光打标方法。     

中学体育教学中分组教学的构建研究

在初中体育课程当中,实际运用的教学方法有很多种,因为多数学生对体育课程还是比较喜爱的,老师可以根据不同的教学内容以不同的教学形式、手段来为学生上课,这样有利于提升体育教学质量。教育新改革为普通教学课程带来了新课改,同样也为体育教学带来了新的契机。本文就新形势下的教育改革对中学体育中分组教学的推进展开研究,为初中体育教学方式改革提供借鉴。     

Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education

It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old).     

Being tolerated and minority well-being: The role of group identifications

In recent decades, a norm of tolerating group differences has been promoted by laypeople and leaders as a way to manage cultural and religious diversity. But whether such a policy is beneficial for the targets’ sense of group belonging and well-being is unknown. This research investigates how being tolerated differs from being discriminated against and being accepted in its associations with affective well-being and ethnic and national identification of ethnic minorities. We test whether being tolerated is related to well-being through its association with both group identifications. With a sample of ethnic minority group members in the Netherlands (N = 518) we found that being tolerated is related to higher well-being through increased national identification, but not as strongly as being accepted. Being tolerated is different from experiencing discrimination against and being accepted, and its relations to well-being and group belonging often fall between those of discrimination and acceptance. Toleration is associated with higher well-being, but only to the extent that its targets feel included in the overarching national category.     

Why Are You Saying That? Increases in Gaze Duration as Responses to Group Member Dissent

The present study investigated students’ eye gaze while reacting to dissenting peers in groups. We measured the duration of gaze toward a confederate who disagreed with either a prevailing idea around which the group was coalescing or the process by which the group was solving a problem. Results indicated that participants gazed at dissenting confederates longer than at confederates in control groups. Qualitative analysis suggested that participants seemed to use eye gaze to understand the confederate, to prompt the confederate to contribute to discussions, to ease tensions, and to process information relative to the group’s task. Results provide an expanded look at how group members respond to dissenters, how conflict operates in some student groups, and how group members may differentiate acceptable and unacceptable disagreement.     

德布洛意波及其波速佯谬

关于德布洛意(De Broglie)波波速问题在许多有关量子力学的书中都有论述,但对波速佯谬却很少分析。上海电视大学金山分校莫之灏同志曾著文“德布洛意波波速佯谬辩析”,发表于《物理通报》一九九○年第五期。但该文中所指佯谬并非唯一,且分析欠透彻。本文全面分析这一佯谬,并给出确切的回答,最后给出德布洛意波的形状及与实物粒子间的关系。     

有限群为π-幂零群的特征

本文给出了有限群G为π—幂零群的一个充要条件,并利用导群给出了群G为π—幂零群的一个充分条件.