基于Cypress单片机的USB键盘设计

USB接口是一种简单易行又能够最大限度地节省计算机软硬件资源的接口,具有真正的即插即用、数据传输速度快、性能稳定等优点,USB设备在近几年得到了迅速普及。本文设计了一种基于Cypress单片机的USB键盘,首先简要介绍了USB接口协议的发展和CY7C63513芯片的特点,然后分析了键盘的硬件电路各部分的原理作用和键盘扫描程序流程。     

逆向思维在C++程序设计教学中的应用

结合典型教学案例给出了逆向思维教学模式及其构建过程,并对实施逆向思维教学要注意的问题进行了说明。实践表明,逆向思维教学能有效提高学生知识接受程度和理解深度,对学生的思辨能力和创新思维的培养具有较好的促进作用。     

单片机C语言编程技巧在嵌入式系统开发中的研究

本文较详细地分析了单片机C语言的特点,就单片机C语言在嵌入式系统开发中编程技巧等问题进行了讨论。     

MARC模板库简介

介绍了开放源代码项目MARC模板库的概况,分析此API的编程特征和扩展机制,总结出通过C++模板库这一技术进行MARC数据处理的一般方法。     

广义正则环

利用模类CR=M x∈M ,xR T =0 , T∈I ,给出了CR 有限生成模、CR 有限表示模、CR 正则环的概念 .研究了CR 正则环的判定条件及CR 正则环与CR FP内射模的关系 .     

高职《C语言程序设计》课程教学方法探析

高职学生普遍对程序设计课程感到难学、枯燥、兴趣不大。学生的畏学、厌学情绪,使得教师在教学过程中产生了相当大的困难。为了激发学生的学习兴趣,增强学生的学习热情,培养学生分析问题、解决问题的能力。本文从教学实践中的一些经验和体会谈起,希望对C语言课程教学起抛砖引玉的作用。     

国家散打队赛前训练负荷监控

采用文献资料、专家访谈、测试等研究方法,对国家散打队在第5届世界武术锦标赛赛前5周训练时间内的血色素、血尿素、血睾酮、皮质醇的变化进行了测试与分析。结果表明:赛前训练负荷监控期内,血色素和血尿素能有效地监控散打训练负荷;血睾酮通过反映运动员机能状态变化来间接地监控训练负荷;赛前队员皮质醇的变化反映运动员机能状态与队员的主观感觉疲劳度较为一致,并且与整个训练期T/C反映的队员机能情况相吻合。     

Cognitive development and instructional theory

The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence.     

现代远程开放教育条件下英语"3C"教学模式的探索

本文基于理论研究和五年实践的基础上,提出现代远程开放教育英语教学“3C”教学模式,即Inner Circle,Outer Circle and Supporting Circle Teaching Model,它从开放教育英语本科层面,整体探讨其教与学的组成方式的中观模式.其内涵是在现代开放教育条件下,以“生”为内核,以“师”为外因,以“支持”为环境,分别侧重于教学中的三大要素：现代教育技术条件下的学生,教师和环境.     

A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.