加强定理证明教学，提高学生解题能力

以“相似形”一章教学为例,浅谈在定理证明教学中,如何提高学生的解题能力。首先抓住定理证明的方法教学,其中浅谈以下几种方法：参数证题法,公比过渡法,间接证题法,构造三角形证题法。其次是注意定理的结语教学。还要重视定理应用数学中的能力培养。通过以上三种做法,就会对教学的重难点有所突破。     

体内生物分子计算系统的原理、进展和展望

体内生物计算模型是基于生物体内各种生化分子以特定的形式互相协作、处理信息的能力而出现的一种新的计算模型,是近年来计算机科学与分子生物学交叉产生的前沿研究领域。该领域的研究使得人们可以深入理解生物体信息处理能力以及获得对这种能力的有效操控,这在计算机科学、生物学、医学上有着深远的影响。文章介绍了近几年在体内构建分子逻辑电路、分子状态机等方面的研究进展,并对未来的发展方向进行了展望。     

默顿学派科学规范理论的内在逻辑

默顿学派的科学规范理论对科学规范及其运行进行了比较完整的阐述,形成了自己独特的内在逻辑:"扩展被证实了的知识"是科学的价值目标或称科学的制度性目标;这一目标得以实现的内在保障是科学的精神特质,包括普遍主义、公有主义、非谋利性和有组织的怀疑四种科学基本规范;科学价值目标的实现和科学基本规范的遵守有赖于科学的奖励系统、分层系统、控制系统等科学子系统的有效运行。     

基于领域驱动设计构建企业级Web平台的应用

领域设计作为一种新的Web软件设计思想,相对之前基于数据库驱动的开发方法,更强调了领域的概念,且架构清晰,对象职责分明,可复用性好。针对企业级Web平台中业务逻辑复杂多变、领域模型模糊等问题,以一个网上书店的领域模型为案例,提出了一种基于领域驱动设计构建Web平台的设计方案。通过对案例中领域模型的分析和设计,运用分层架构和.NET提供的实体框架,阐述了平台中层超类、接口、仓储框架、仓储工厂、仓储基类和工作单元的设计过程,为网上书店的构建及其他复杂业务逻辑的Web平台的设计提供一种通用性的软件开发框架。     

《潮起潮落》的音乐逻辑与诗情画意

音乐与诗歌都是人类生活体验的自然流露和内心情感的自我表达;音乐是流动的诗歌意象链。英语诗歌《潮起潮落》的听觉艺术特征诉说了它本身自在的音乐逻辑:模音、节拍、旋律与曲式等方面,这种音乐逻辑助成了其生动的诗情画意。     

The impact of relational consequences and intimacy on the selection of interpersonal persuasion tactics: A reanalysis

This study investigated the effects of situational variables on the likelihood of use of four types of compliance‐gaining strategies: justification, exchange, manipulation and personal rejection. Subjects rated the strategies on the probability that they would actually use them to gain compliance in each of four situations that varied systematically in intimacy and relational consequences. Both situational variables were found to he significant predictors of strategy preference. Message strategy selection was concluded to be based upon an assessment of the relative risk associated with the implementation of a given strategy and on the basis of the relative importance of three communicative goals: (1) whether strategy implementation would lead to successful compliance; (2) whether strategy implementation would result in relational harm; and, (3) whether strategy implementation would result in poor management of the agent's image. Recommendations for future research were noted.     

Profitable portfolios: capital that counts in higher education

Under-representation in UK higher education of students from less privileged social backgrounds is an enduring problem. While there are examples of productive participation, the pattern of collective trajectories of this group differs sharply from that of traditional entrants. The onus falls largely on students to adapt to established practices that remain strongly oriented towards traditional white middle-class populations. Bourdieu's theory of practice informed the analysis of data emerging from a longitudinal case study, and empirical insights are offered into how students with non-traditional academic backgrounds experienced and negotiated the demands of studying in one of the UK's research-intensive universities. A new conceptual framework identifies academic, linguistic, social and professionally-oriented capital as underpinning the logic of practice of this sub-field of higher education, and their influence on the positional tendencies and trajectories of the students operating within it are highlighted.     

数学方法与高等教育研究

数学具有逻辑严谨性、应用广泛性等特点,它对高等教育研究具有双重意义：在方法意义上提供具体的方法、工具或手段,在方法论意义上提供思想指导。数学与教育研究的关系经历了漫长而曲折的变化。20世纪80年代初,高等教育学科在我国创立,数学方法在这个时期也被重新强调和运用,其原因一方面是希望通过定量研究的引入提升高等教育研究的科学化水平,另一方面也希望参考数学方法建构起高等教育学严密的逻辑体系或理论体系。但受制于定量研究方法本身的原因和教育学本身基本概念内涵不清的制约,数学方法的运用是有限度的。从现实来看,未来我们需要加强对数学方法的学习、理解、掌握和运用,增强定量研究的意识,提升定量研究的能力和水平。     

科学发展观的逻辑建构

科学发展观作为党的理论创新的最新成果,具有深刻的实践逻辑、历史逻辑和理论逻辑。就实践逻辑而言,它是我国三十多年改革开放和现代化建设实践的理论总结,也是着眼于实践中存在的矛盾和问题而提出的新的发展理念和发展模式。就历史逻辑而言,它是几代中共领导核心不懈探索建设中国特色社会主义的历史经验的科学总结,是党基于清醒认识我国所处历史方位而得出的科学结论,也是我们党领导人民实现“中国梦”这个伟大使命的理论指南。就理论逻辑而言,它是由世界观方法论层面、发展规律层面、发展战略和政策层面以及实践层面构成的完整而科学的理论体系。     

The end/s of education: complexity and the conundrum of the inclusive educational curriculum

The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking what a curriculum is for. Whoever answers this question necessarily excludes other possibilities. We argue that a relational or ‘complex’ understanding of causality, which is shared by complexity theories, poststructural theories, deconstruction and Deweyan pragmatism, offers a way out of the conundrum by offering a different understanding of process and hence the guiding role of the curriculum in the educational process. In allowing the possibility of a guiding role for the curriculum, while dispensing with the need for a curricular ‘end’, complex logic can inform an understanding of curriculum which succeeds where humanistic education in its various forms has failed.