移民与环中国海华商跨国网络的互动--以近代南中国海为例

近代中国的海外移民在迁出地上主要集中于闽粤地区,在迁入地上主要集中于东南亚地区。在南中海地区,移民行为与华商的贸易网络一开始就紧密联系在一起,就源起上讲,两者几乎是同步进行的。在近代,一方面,移民行为使得华商跨国贸易网络不断扩展,同时也为网络规模的扩大提供了强有力的“外部经济”支持,另一方面,华商网络的存在使移民行为在新的关照下被赋予了新的内容和涵义,更进一步拓展了海外移民理论的研究。     

R＆D项目实物期权关联性分析

R＆D项目包含的实物期权之间存在关联性作用,使得项目实物期权不具有可加性。在此,讨论了R＆D项目实物期权之间关联作用的大小和方向,结合案例分析,阐述了关联性作用对R＆D项目投资决策的影响,为R＆D项目投资提供了一个投资决策分析框架。     

Vexing questions that sustain sensemaking

Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research.     

药物与受体相互作用的分子药理热力学研究

用热力学辅之以分子力学和量子化学来研究药物与受体相互使用，而其中的轨道作用可用药效基集团中各点轨道作用的线性组合来表达，各点轨道作用可用局域轨道模型来处理，部分概念和公式在药物分子与胆碱能受体相互作用研究中得到了支持和验证。     

《申报》与读者的互动:以1931年9月-1932年1月《读者通讯》的抗日舆论为中心

1931年9月至1932年1月,<申报>开辟<读者通讯>专栏,就抗日问题与读者展开互动.这个专栏既反映社会上广大读者的见解,也反映<申报>的倾向.本文对该专栏内容进行分析,希望揭示互动过程中一些重要问题,以及这种互动模式所具有的意义和影响.     

Ban the computer,or make it a storytelling machine. bridging the gap between the children's media culture and pre-school

Children today live in different cultural settings. The pre-school culture is one of them and the media culture outside the pre-school another. These cultures are in different ways characterised by opposite and often even conflicting traditions. This article shows how educators and children handle this dilemma by using interaction as a tool to bring changes into the discourse in an educational setting while making stories in the pre-school by means of the multimedia functions of the computer. The interactional processes from three observations are described. In the discussion a comparison with another study with a constructivist point of departure is made. The comparison between the two studies showed contrasting results. The use of a socio-cultural perspective in the presented project make the context and the community visible, while the other study with its underlying assumptions of individually constructed knowledge make context and community invisible.     

The Interplay of Teacher and Student Actions in the Teaching and Learning of Geometric Proof

Proof and reasoning are fundamental aspects of mathematics. Yet, how to help students develop the skills they need to engage in this type of higher-order thinking remains elusive. In order to contribute to the dialogue on this subject, we share results from a classroom-based interpretive study of teaching and learning proof in geometry. The goal of this research was to identify factors that may be related to the development of proof understanding. In this paper, we identify and interpret students' actions, teacher's actions, and social aspects that are evident in a classroom in which students discuss mathematical conjectures, justification processes and student-generated proofs. We conclude that pedagogical choices made by the teacher, as manifested in the teacher's actions, are key to the type of classroom environment that is established and, hence, to students' opportunities to hone their proof and reasoning skills. More specifically, the teacher's choice to pose open-ended tasks (tasks which are not limited to one specific solution or solution strategy), engage in dialogue that places responsibility for reasoning on the students, analyze student arguments, and coach students as they reason, creates an environment in which participating students make conjectures, provide justifications, and build chains of reasoning. In this environment, students who actively participate in the classroom discourse are supported as they engage in proof development activities. By examining connections between teacher and student actions within a social context, we offer a first step in linking teachers' practice to students' understanding of proof.     

教师与学生在数学教学过程中的交互作用

在数学教学过程中,教师与学生的作用是交互进行的,教师通过设计教学模式,评价活动效果发挥其主导作用,教学模式的设计,一是创设问题情境,二是指明认知方向;教师评价学生时,既要肯定和鼓励成功;又要质疑与修正错误,学生的主体作用表现在参与数学活动,反思认知过程,学生的数学活动一般要经历数学实验,教学猜想,数学严谨3个阶段;学生的反思是学生主动建构知识的重要环节,设计-参与-评价-反思,教师与学生的交互作用循环往复,构成了数学教学的全过程。     

Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces

During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces.     

冷碱金属原子间相互作用势的研究

近年来,研究冷和超冷原子碰撞已经由相同原子扩展到了异核原子领域.针对133Cs和Rb原子的碰撞,构建了两种异核原子间相互作用势,这两种势有相同的相移.另外,对39K原子间相互作用势进行实验和理论上的研究,构建了目前为止最精确的相互作用势能曲线.基于构建的势能曲线,并对133Cs和85Rb原子以及两39K原子间的冷和超冷碰撞特性进行了详细的研究,得到了非常满意的结果.