跨学科大学生创新实验培养与研究

目前在各大高校开展的“国家大学生创新实验与实践计划项目”激发了众多学子的创新实践热情,而各大高校在鼓励学生积极参与本学科不同方向的选题的同时,也支持推动学生跨学科合作,以达到各学院大学生之间互相交流合作、碰撞出更多创新点的目的。而在跨学科学习工作中,学生也能提高自主学习能力,了解不同学科的专业知识,拓展思路,为今后发展起到良好的积极推动作用。     

初中物理教学中巧用类比，化难为易

在物理教学过程中恰当地运用新旧知识类比,利用物理实物模型类比,图像类比,活跃了物理课堂气氛,提高了学生的学习兴趣,更使学生能动地认识、理解并掌握知识。让学生在学习知识的同时,提高获取知识的能力,掌握科学的思维方法。     

安徽怀远方言的反复问句

怀远方言的反复问句是＂可VP＂式,通过＂可＂的语音变化来表达动词不同的体貌特征。可1表示未然,可2表示已然,其分布与疑问焦点结合紧密。＂可＂在各方言的不同语音形式是其语法化过程中语音虚化的体现;怀远话可2的读音是由于类推和挤压的结果。     

日语词汇基于隐喻的语义扩展

在语言表达中,使用隐喻的表述占有很大比例,无论严肃的新闻报道还是日常生活的言语交际,均概莫能外。在新词语或旧词新义的创造过程中,形象化的类比、想象、联想等多种隐喻起着很大作用。词汇教学中应该把隐喻概念作为一项重要内容,以此来扩大词汇量。     

Analogy in William Rowan Hamilton's New Algebra

This essay offers the first analysis of analogy in research-level mathematics, taking as its case the 1837 treatise of William Rowan Hamilton. Analogy spatialized Hamilton's key concepts—knowledge and time—in culturally familiar ways, creating an effective landscape for thinking about the new algebra. It also structurally aligned his theory with the real number system so his objects and operations would behave customarily, thus encompassing the old algebra while systematically bringing into existence the new.     

从流行用语“水×”和“×水”看词义隐含义素之凸显

随着现代社会的发展,特别是网络信息化的繁荣,一系列由“水”作为构词语素的同根词语正在悄然兴起。这些同根词的共同特点之一就是均含有贬义色彩。这是“水”之隐含义素中的贬义义素凸显的结果,而实现义素的凸显是由比喻手段完成的。同时这类同根词的兴起与汉民族的类推心理也有着密不可分的关系。     

基于学习能力考察的类比、转化探究

从分析数学的学习过程入手,着重培养学生的学习能力、知识迁移能力;从开发学生潜力的过程入手,在课堂教学中运用新旧知识、学习思路、方法等方面进行类比,培养学生的良好习惯;在训练、考试中用图形、定义、规律等进行类比,训练学生的学习能力;在细微处渗透培养学生的思维习惯、类比、猜想能力,从而培养学生的创造力。     

电磁学发展史上科学方法—兼谈对学生进行科学教育

该挖掘了电磁学发展过程的科学方法，并进一步说明重视科学方法的教育将有利于完成从“应试教育”向“素质教育”的转轨，达到培养创造型人才，提高全民素质的目的。     

Models and Modelling: Routes to More Authentic Science Education

It is argued that a central role for models and modelling would greatly increase the authenticity of the science curriculum. The range of ontological states available for the notion of model is outlined, together with the modes available for their representation. Issues in the selection of models for and the development of modelling skills within the model-based curriculum are presented. It is suggested that learning within such a curriculum entails: acquiring an acceptable understanding of what a model is and how modelling takes place; having a developed capacity to mentally visualise models; understanding the natures of analogy and of metaphor, processes which are central to models and modelling. The emphases required in teaching for this learning to be supported are discussed. Finally, implications of the model-based curriculum for teacher education are evaluated. It is concluded that a great deal of detailed research and development will be needed if the potential of this change in emphasis within the science curriculum is to be realised.An earlier version of this paper was given at the International Conference on Science and Mathematics Learning held in Taipei, Taiwan, 16 December 2003.     

论科技编辑的类比分析

讨论科技编辑类比分析的作用与特点.指出类比在编辑活动中发挥着勘误校正、补遗拾缺、启迪思路的作用,它以相似为分析基础,于隐蔽中挖掘信息,跳跃式地获取结果.结合实例说明科技编辑类比分析的类型,提出了应用中须注意的几个问题.