SS9型电力机车LCU综合测试台的研制

基于人工智能技术及面向对象编程方法(AIOO)的SS9型电力机车LCU测试台可以更方便、快捷地对SS9型电力机车LCU进行测试。文章在介绍系统总体结构的基础上,详细描述了人工智能技术及面向对象编程方法在故障检测中的应用。     

论逻辑思维方法支撑下的小学数学教学思考

在实际教学领域中,数学对学生的逻辑思维建设具有严格要求。逻辑思维方法是一种重要的教学载体,在促进数学教学革新方面发挥着一定的支撑作用,能够强化学生的数学思维,提高学生的逻辑水平。鉴于此,本文主要就逻辑思维相关方法的重要性、类型以及具体的优化应用举措展开适当的讨论和分析,从而为促进小学生数学思维规范性建设,全面提高数学课堂教学水平提供根本动力。     

再论邓小平理论的逻辑起点

本文对帅国文博士关于“社会主义本质论”不宜作为邓小平理论的逻辑起点,邓小平理论的逻辑起点应是“社会主义初级阶段论”的观点进行讨论,由此进一步阐明笔者关于“社会主义本质论”是邓小平理论的逻辑起点的观点。     

工程实践中中规模组合逻辑电路设计的改进

在工程实践中利用中规模集成电路设计组合逻辑电路需要在设计理念和方法上做一定的改进，以适应工程设计计算机化和工程实际的要求．章就此进行一定的探索，并就工程中应用较多的数据选择器、译码器及EPROM等来实现组合逻辑设计提出改进方法。     

基于.net的网站业务逻辑函数设计原则初探

在网站开发中使用基于.net技术的三层架构发已经越来越普遍.而三层架构中的业务逻辑层(Business Logical Layer)的设计可以直接影响到一个网站的人性化和后期升级.本文主要介绍使用业务逻辑函数来组织网站的业务逻辑、提高业务逻辑层的工作效率和提高网站的可维护性.     

Numerical competence in young children and in children with mathematics learning disabilities

A longitudinal study was conducted on 82 children to investigate, firstly the numerical competence of young children and the predictive value of (pre)-numerical tests in kindergarten, and, secondly, whether children's knowledge of the numerical system and representation of the number size is related to their computation and logical knowledge and to their counting skills. In an additional cross-sectional study on 30 children with a clinical diagnosis of mathematical learning disability (MLD) of 8,5 years, age- and ability-matched with 2 × 30 children the same parameters of numerical competence were assessed. The longitudinal data showed individual differences in numerosity, as well as the relationship between a delay in arithmetics in grade l and problems on numerosity in kindergarten. In the cross-sectional results some evidence was found for the independence of numerical abilities in MLD-children. About 13% of them had still severe pre-numerical processing deficits (in number sequence production, cardinality skills and logical knowledge) in grade 3. About 67% had severe difficulties in executing calculation procedures and a lack of conceptual knowledge. A feature of 87% of the MLD-children was severe translation deficits, with a significantly worse knowledge of number words compared with the knowledge of Arab numerals. Finally a severe deficit in subitizing was found to be present in 33% of the MLD children. On a group level the processing deficits were linked to understanding numerosity, since the ability-matched younger children and the MLD-children had the same pre-numerical and numerical profile. Implications for the assessment of mathematical disabilities and the value of TEDI-MATH® as an instrument in this process are discussed.     

Theory–data interaction from the standpoint of scientific realism: a reaction to bostrom

This author is in general agreement with the arguments in Bostrom's () essay concerning theory–data interaction. Nevertheless, an examination of the issues raised in the essay from the standpoint of scientific realism lead to two different conclusions. First, the opening rationale is based on a nondefensible distinction between empiricists and interpretivists. Second, debates among paradigms are based on real ontological and epistemological differences, and the scientific realist's view of theory–data interaction accepts the validity of these differences.     

Reasoning in a reading context: Deductive inferences in basal reading series

This study examined three basal reading programs published by Heath (1989), Silver Burdett Ginn (1993) and Houghton Mifflin (1993), to determine how frequently logically necessary relationships are expressed in text used by basal readers, and whether direct instruction in making logically necessary inferences accompanies such expressions in basal reader series. The complete contents of the basal readers, from grades one through eight, and all teachers' instructions pertaining to content read by students, were examined for each series. Frequency counts made by independent raters indicated that readers of these three series have a steady and frequent rate of opportunities to make logically necessary inferences, and to observe such inferences being modeled by the text; no significant differences were found between any of the series in the number of such opportunities. We found that while children's reading materials clearly offer a natural context in which logical understanding may be constructed, instructions for teachers in the basal series we examined did not include directly teaching students to use this kind of reasoning in reading comprehension. Suggestions are offered for how such instruction might be integrated with current teaching strategies in inference-making.     

试谈复句中分句间的关系

以应该建立语言学的逻辑学为出发点,辩证地探讨了中国教学语法系统的构造者提出的“逻辑事理关系”没有在语法界流行开来的缘由,认为复句中分句间存在相互并列而又互依存之“逻辑的”和“语义的”两种关系,“逻辑语义关系”才是划分汉语复句类型的原则依据。     

逻辑在中学语文教学中的应用研究

逻辑思维能力是人类思维活动形成和发展的不可缺少的最基本的运动能力。在中学语文学习与基本技能训练中 ,恰当地运用逻辑知识展开教学 ,不仅能培养学生的逻辑思维能力 ,而且对学生的创新思维力也有积极的促进作用