再谈比较教育学的危机

我们要认识和走出比较教育学科危机,就有必要重新认识比较教育学科存在的基本理性:比较教育研究是教育科学知识的源泉;比较教育研究是思想的实验室;比较教育研究是批判的利器;比较教育研究是提供前沿服务的平台;比较教育研究是国际教育交流的论坛.     

LabVIEW环境下电磁学远程实验教学系统的实现

将虚拟仪器技术与远程实验技术结合,在LabVIEW环境下开发了电磁学远程实验系统。学生在本地计算机上运行客户机程序,通过操作仿真的实验面板,调节实验机端虚拟信号发生器的输出,控制单片机以改变远程实验室的电阻、电容等元件值,得到反馈的真实实验电路的数据,用虚拟示波器观测和记录,在异地完成真实的电磁学实验。     

自动观光车仪表盘人机界面原理分析

无人驾驶汽车由于无须乘坐者对车辆实施监控,只能通过汽车仪表面板的显示了解车辆信息,其人机界面的设计就尤为重要。对无人驾驶汽车的仪表面板的人机界面设计原理作了简要阐述,就显示装置在自动观光汽车面板中的选用、设计、布局作了简要探讨。     

层次分析法在高校设备管理水平评价中的应用

设备管理是关系到高校教学质量、科研水平和学科发展的重要工作 .本文在阐述设备管理重要性的基础上 ,给出了基于层次分析法的评价方法 .并结合实例说明了该方法的有效性和实用性     

浅谈技术装备管理的标准化

提出了高校技术装备管理标准化的概念；论述了高校技术装备管理标准化的意义；阐明了高校技术装备标准化的内容；对高校技术装备管理标准化的实施做出了探索性的思考。     

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work.     

Interactive sculpting of product shape based on constraint manipulation in virtual environment

In product concept design, not only designers with professional CAD skills, but also final customers take part in the design and evaluation of product shape styling. Because customers usually lack surface modelling background and are not familiar with concrete operations of commercial CAD systems, it is difficult for them to express their change intentions of product shape through professional CAD tools if they are not satisfied with the current shape design. This paper puts forward a method for creating, dragging and manipulating constraint and load represented in form of icon entity in interactive sculpting of product shape in virtual environment. The method supports customers manipulation of sculpting constraints or loads on sculpting shapes in virtual reality interaction to control the deformation of product shape. Constraints management based on icon entity is similar to spline lofting operation that is familiar to engineers, so users do not need to know surface details or have any professional knowledge of surface modelling, by only using their physical and engineering experience, they can manipulate the sculpting of product shape intuitively.     

Extending classrooms through teacher collaboration in Virtual Learning Environments

ABSTRACT

This paper explores arrangements and conditions enabling and constraining teacher collaboration to extend classrooms through Virtual Learning Environments (VLEs). It draws implications from a participatory action research project in three small, rural Finnish schools funded by the European Social Fund (2015–2017). Data were mainly collected through discussions and interviews with five teachers. The theory of practice architectures serves as a theoretical and analytical framework. The collaboration challenged and enabled cultural-discursive, material-economic, and social-political arrangements on three levels. On a classroom level, the VLE enabled new teaching practices (e.g., student collaboration, formative assessment). However, a lack of digital competence among teachers and students hindered the cross-classroom collaboration. On a school level, the school leaders enabled or constrained the arrangements depending on the provided support or lack thereof (e.g., schedules, faculty involvement). On a regional level, the infrastructure (e.g., transportation) for collaboration would require arrangements developed in dialogue with the schools (e.g., digital systems). The paper concludes that changing teaching practices in relation to VLEs requires slowly evolving previous and new architectures simultaneously on all three levels.     

巧用计算方法提高测量精度

实际工作中,经常需要测量电路中的电压和电流,为保证测量结果准确,提高仪表测量精度,需满足一些条件.本文主要针对电压、电流测量过程中,当电压、电流表内阻无法满足测量要求时,提出了采用不同量程两次测量计算法和同一量程两次测量计算法来提高测量精度.     

基于 82C53 的重力加速度测量仪器的研制

主要介绍了一种低成本、高精度的重力加速度测量仪，该测量仪采用AT89C51单片机为核心处理器，采用82C53作为计数器，由89C51的P1．0管脚产生的脉冲信号输入到82C53作为计数脉冲和时间基准，由82C53的三个计数器作为时间记录器，记录小球依次通过三个位置的时间差，由这三个小球之间的距离差和小球依次通过的时间差计算出小球运动的加速度。本文介绍了该重力加速度测量系统的硬件设计和软件设计。该测量仪可应用于测量重力加速度的教学演示中，并可应用于测量其他运动物体的速度和加速度。