基于Oasis montaj平台的磁法数据处理解释研究

高精度磁法勘探是常用的地球物理方法,随着新的数据处理的出现和资料解释技术的提高,其应用领域越来越广泛,并且数据处理软件也层出不穷,如RGIS、Geosoft等等。本文通过对玉华山部分地区磁法数据利用Geosoft的Oasis montaj平台的数据存取、可视化、处理、成图及图形输出进行了解开发。对其进行克里格(kringing)网格化、化磁极和垂向一阶导数成果图,并生成3D图。再经过RGIS,用同样的方法得出成果图,并将其进行对比,突显出哪种软件效果更明显,对其解释更好,从而判断哪种软件在高精度磁法数据处理更有利。     

“问题式”互动教学法在《冲击波物理》课程教学中的应用

冲击波物理是我校应用物理专业的一门特色基础课,在专业教学中占有十分重要的地位。立足于培养学员分析解决问题的能力,结合冲击波物理课程特点,阐述了在《冲击波物理》课程教学中应用“问题式”互动教学法的必要性,探索了教员就问题在“课前设问——课中导问——课后留问”的教学环节中展开互动的思维方式。     

Concreteness fading in learning secondary school physics concepts

Concreteness fading has been proposed as a general instructional approach to support learning of abstract mathematics and science concepts. Accordingly, organizing external knowledge representations in a three-step concrete-to-idealized sequence should be more beneficial than the reverse, concreteness introduction, sequence. So far, evidence for the benefits of concreteness fading come mainly from studies investigating learning of basic mathematics concepts. Studies on learning natural science concepts are scarce and have not implemented the full three-step-sequence. In an experimental classroom study (N = 70), we compared concreteness fading and concreteness introduction in high school science education about electromagnetic induction using a detailed assessment. Furthermore, we explored whether these sequences differentially affect the use of the different representations during instruction. Both sequences were equally effective and there were no differences in using the representations. We discuss why our results question the proposed advantages of concreteness fading and highlight conceptual differences and learning goals across domains.     

同伴教学法在“大学物理实验”课堂教学中的有效实施

同伴教学法通过师生间角色的转换,赋予了学生自主权利,可以有效提高学生的学习兴趣。通过对同伴教学法的实施现状分析,结合当前社会对高素质创新人才培养的需求,将同伴教学法引入“大学物理实验”教学改革。阐述了该教学法实施的必要性和基本授课程序,并以“用惠斯通电桥测电阻”实验为例展开教学研究。实践证明:该方法充分调动了学生的积极性,通过师生间的交流合作,课堂氛围更加融洽,在培养学生实验创新能力方面有着积极的促进作用。     

直辖市“双一流”高校专利合作与知识流动研究

考察我国直辖市"双一流"高校的专利合作网络演化,为提升直辖市的科技创新合作效率,提升科技创新能力和城市创新综合竞争力,为技术创新主体选择技术合作伙伴、探究地区间、高校间知识流动提供经验、启示。本文运用合作强度Salton指数、专利引用、绝对合作频次等,以Patentics和国家知识产权局专利数据库为工具,获取直辖市"双一流"高校合作专利数据,构建高校间的专利合作矩阵,采用合作网络可视化分析,梳理直辖市"双一流"高校专利合作网络,揭示网络环境下高校科技创新和知识流动的特征及趋势,给出提升高校专利合作的建议。结果表明:直辖市"双一流"高校校际专利合作的强同城倾向,清华大学、北京大学、复旦大学是京沪两地的专利合作核心高校。清华大学、上海交通大学、天津大学专利申请量居前三,清华大学、上海交通大学的专利被引量居前,清华大学、上海交通大学、天津大学为专利合作的核心高校,对知识流动影响深刻。不足之处在于专利只能部分反映高校间的技术创新合作,合作申请只是技术合作的一部分,还包括科技论文合作和成果转化。     

体育课程资源的分类研究

随着课程改革的深入,课程资源的重要性逐渐显现出来.越来越多的基础教育工作者投入到开发与利用课程资源的行列中来.通过对体育课程资源的分类研究,认为体育课程资源应该从物质的和非物质的两方面去划分,更能全面认识体育课程资源,从而更加科学有效地对体育课程资源进行开发和利用.     

Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?

Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction.     

On Media Concentration and the Diversity Question

Corporate mergers and the consolidation of ownership in the American communications arena have long been sources of concern. U.S. regulatory and antitrust policy traditionally attempted to secure a “diversity of voices” structurally, largely through rules regarding ownership. Although the meaning of diversity was always problematic and undertheorized, the Federal Communications Commission long set ceilings on the numbers of broadcast outlets any single person or corporation could own and enacted cross-ownership rules such as a prohibition against a corporation owning a newspaper and broadcast outlets in the same market. These rules, and the FCC's authority to make them, were upheld, occasionally even compelled, by the federal appellate courts. In the last 20 years, however, legal trends, in conjunction with political developments, have undermined the diversity rationales behind ownership rules and associated structural regulations of mass media. Paradoxically, even as media corporations are becoming larger and presumably more powerful, ownership regulations are being rescinded or struck down. This article explains this history. It concludes with a suggestion that the First Amendment metaphor of a marketplace of ideas is misplaced, and of how our thinking about media ownership and diversity might be better served by the metaphor of a mixed media system.     

Transition to formal schooling: Do transition practices matter for academic performance?

This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed.