On line Forums as a `Rescue Net' in an Open Inquiry Process

The Biomind program is a new open inquiry program for Israeli biology high school students. The Biomind program is facilitated by diverse activities of asynchronous on-line forums for teachers and students. This research aims to analyse the discussions that occurred over a period of three years in these forums, in order to obtain a picture of the benefits that virtual discussions hold for the implementation of the open inquiry program. The results presented in this article indicate that students required assistance mainly with searching scientific information, finding experimental techniques and procedures, and phrasing inquiry questions. The three most frequent areas that were discussed in the teachers' forum were technical and procedural aspects of experimentation, bureaucracy and phenomenon identification. In addition, issues such as inferring and discussing, logical progression of the inquiry process, scientific writing, teacher-student interaction, reflective thinking, affective points of view, and forum administration were raised in the forum discourses. The forum discourses create a learning community that contributes to the implementation of the Biomind program, and pinpoint the aspects that should be taken into consideration in the future.     

加权的布尔型文本匹配算法研究

本文分析了传统的布尔型文本匹配算法的弊端和缺陷,结合图书文本信息的快速、高效的检索匹配要求,提出了加权的布尔型文本匹配算法。该算法对传统的文本匹配算法中漏检、误检和模糊查询等方面的问题进行了加权处理和结果校正,既保证查询算法的高效与全面性,同时又有效地控制了匹配的准确度,为图书信息查询系统的建立提供一种更好的解决方法。     

民族地区高中思想政治课学生探究精神的调查分析——以广西河池市第三高级中学学生为研究对象

为了更好地在民族地区高中思想政治课堂教学中实施培养学生探究精神和实践创新能力为核心的教学,调查民族地区高中生的探究精神以及他们对当前民族地区高中思想政治课堂教学的评价既能揭示民族地区高中思想政治课堂教学的弱点所在,又能为教学实验提供依据.     

基于XML的站内搜索引擎研究

提出了基于XML文档的站内搜索引擎的基本设计思想,并对其各功能模块的任务、结构及功能进行了详细介绍。     

探究式-小班化教学模式下"ERP原理及应用"课程的实践探索

"ERP原理及应用"是上海理工大学机械类本科生的一门重要的专业选修课程.该课程作为机械类本科生接触制造企业生产过程管理的重要途径,以ERP管理思想的发展历程及其核心模块的运行机制为理论基础,在机械学科杰出工程师培养中占据重要地位.课程学习以机械制造技术相关课程为基础,以现代企业管理的先进思想为导引,培养机械类本科生对机械制造企业实际管理问题的分析与解决能力.本文就我校机械类"ERP原理及应用"课程在探究式-小班化教学实践中所采取的教学改革与遇到的实际问题进行探讨和分析,旨在为"ERP原理及应用"课程教学改革和探究式-小班化教学模式推广提出相应的建议,为推动我校工程教育认证相关工作的落实与深化提供思路.     

Documenting professional practice through the use of a professional portfolio

Many early childhood practitioners use pedagogical documentation as an important process that enables children's thinking to be represented in a form that can be readily shared with others (Dahlberg et al., 1999 Dahlberg G Moss P Pence A (1999) Beyond quality in early childhood education and care: postmodern perspectives (London, Falmer Press)  [Google Scholar]). Documentation in the form of a professional portfolio provides a vehicle for reflection and an appreciation of the complexities and ambiguities of professional practice in the human professions. The nursing and teaching professions have also embraced professional portfolios as a means through which accountability to self and to others can be judged. However, it is the fusion of process and product within professional portfolio development that enables those involved in the human professions to examine, reflect on, understand, explain and further develop their professional practice. It is through this interrogation of practice that we can not only gain insight into our capabilities but also the theories, beliefs and values that underpin the wisdom of our professional practices. The process of professional portfolio development can be enriching and empowering. An outline for organizing a professional portfolio is provided.     

跟进性探究在本科教学中的应用——一项基于设计的研究

本文运用基于设计的研究,通过对教师和学生在跟进性探究(Progressive Inquiry)活动中所贡献的知识特征和质量进行的内容分析和描述性过程反思,指出该模式对学生知识创新能力培养的重要性,并给出了实施过程中存在的问题和注意事项.     

互动探究教学模式的实践与思考——以高中《经济全球化》一课为例

互动探究教学模式是以学生为主体,以学会学习为目标,采用师生互动、生生互动、共同探究的课堂教学方式,达到活化政治课堂,提高教学效果的目的.本文试从教学实践时此进行初步的探索和思考.     

论艺术性教学叙事在新教师专业发展中的应用

艺术性教学叙事研究是加拿大学者的首创与演绎。它是一种对实践的沉思态度,是一种原汁原味、绘声绘色的经过艺术加工的自我讲述,它能够加深初为人师者对教学的理解,并为促进其发展提供有效的途径。文章探讨了艺术性教学叙事发生机制、途径与特点,认为艺术性教学叙事研究的本质特征在于其重视个体实践知识。既是一种全新的教学方法,也是一种教师专业化发展的良好途径。     

基于物理核心素养的“速度变化的快慢——加速度”教学设计

以"加速度"一节为例进行教学设计,教学过程包含概念引入、概念形成、概念应用、概念反馈四个阶段。从Dislab传感器实验入手,运用了类比、推理、综合分析、归纳总结等多种科学探究方法,旨在让学生深刻的理解并牢固掌握加速度这一重要概念,培养其物理学科核心素养,为学生的终生发展奠定基础。