西部地区实现生态旅游跨越式发展初探

西部地区由于地理位置及历史原因 ,经济、文化相对于中、东部来说比较滞后 ,近年来 ,在国家实施西部大开发这一伟大战略中 ,西部地区发展较快 ,本文对西部地区抓住这个历史机遇实现生态旅游的跨越式发展进行了可行性分析 ,并提出了实现这一跨越式发展的一些建设性意见     

时间间距:意义的创生之渠——兼论马克思主义哲学的理论创新

时间间距是构建伽达默尔理解本体论诠释学的阿基米德点,时间间距为视域融合提供了可能,为意义的创生提供了渠道.理解时间间距的诠释学意蕴对我们发展马克思主义哲学具有重大意义.     

轻钢屋架设计存在的问题及解决办法

该文通过对中间加柱支承的芬克式钢屋架的受力分析,指出目前在轻工业厂房中广泛采的轻钢屋架设计施工中存在的问题,并提出解决办法。     

试论“巨额财产来源不明罪”的证明责任问题

巨额财产来源不明罪,是在我国社会实行改革开放的巨大变革历史进程中,为适应“惩治腐败分子的需要”而规定的一种新罪。此罪的设立,对保障国家工作人员职务的廉洁性,“惩治国家工作人员的职务犯罪行为”起到了一定的积极作用。但在刑事诉讼理论和司法实践中,对如何把握该罪的证明责任问题存在一定的争议,本文就该问题进行初步的商讨。     

Stichwort: Lernen im Museum

This contribution sketches the museum landscape and investigates – from different perspectives – to what extent museums can be defined and studied as an informal learning location. We shall start with a look at the heterogeneity of museums, which is a consequence of the different collections, the characteristics of visitors and their motives for visiting, and the relatively young history of didactic methods used in museums. Does learning take place? Research on visitors, which looks at this question, typically reflects in its theories of learning the paradigm shift from behaviourism to cognitive and constructivistic concepts with a corresponding change of perspective regarding the subject of investigation: whilst first investigations looked at the characteristic of exhibits and made recommendations on this basis for improved didactics, more recent studies look at visitors’ theoretic constructs of these characteristics. This article argues for a link between both perspectives in order to achieve further theoretical and practical insights.     

教师课堂教学语速新思考——从学生工作记忆广度的角度出发

学生工作记忆广度是教师课堂教学语速的重要影响因素之一。教师需要考虑学生工作记忆广度的个体差异而调整语速,使课堂教学效率得以提升。学生言语理解,课堂中的情绪状态以及对课程内容的熟知程度是直接影响学生工作记忆广度的重要课堂因素,教师语速匹配这些间接因素同样可以提高学生的工作记忆广度进而获得更高的课堂学习效率。     

Three-dimensional nonlinear flutter analysis of long-span suspension bridges during erection

ＩＮＴＲＯＤＵＣＴＩＯＮＩｔｈａｓｂｅｅｎｒｅｃｏｇｎｉｚｅｄｔｈａｔｌｏｎｇ ｓｐａｎｂｒｉｄｇ ｅｓ ,ｃａｂｌｅ ｓｕｐｐｏｒｔｅｄｂｒｉｄｇｅｓｉｎｐａｒｔｉｃｕｌａｒ,ａｒｅｓｕｂｊｅｃｔｔｏｔｈｅｄｙｎａｍｉｃｗｉｎｄａｃｔｉｏｎ .Ｔｈｅａｅｒｏｄｙ ｎａｍｉｃｓｔａｂｉｌｉｔｙ (ｆｌｕｔｔｅｒ)ｏｆｓｕｓｐｅｎｓｉｏｎｂｒｉｄｇｅｓｄｕｒｉｎｇｅｒｅｃｔｉｏｎｉｓａｓｕｂｊｅｃｔｏｆｍａｊｏｒｃｏｎｃｅｒｎｆｏｒｒｅｓｅａｒｃｈｅｒｓａｎｄｅｎｇｉｎｅｅｒｓ .Ａｌｔｈｏｕｇｈｔｈｅｐｅｒｉ…     

跨越"卡夫丁峡谷"思想及其现实意义

二十世纪九十年代以来,理论界对马克思关于经济文化落后国家实现社会主义的思想研究,一直成为热点之一。原因就在于,苏联、东欧社会主义国家的解体,而中国社会主义事业的蓬勃发展。这种反差促使我对马克思关于经济文化落后国家实现社会主义的理论的再认识,以利于我国的社会主义     

关于巨额财产来源不明罪的分析和对策

从犯罪心理进行分析，潜在的犯罪分子在实施犯罪时采取的是最大利益最大安全原则。由于巨额财产来源不明罪的法定刑相对较轻，从而刺激了贪污受贿等经济犯罪。设立一个合理的法定刑，是解决该罪目前处于困境的关键所在。     

Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits

Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community, these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models. Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes. In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational ends.