初中物理教科书中的能量概念比较研究

当前,在世界范围内,能量概念在科学教育尤其是物理教育中占据着越来越重要的地位。然而,能量概念的特殊性决定了能量概念教学的多样性和复杂性。关于能量概念的教学,我国的中学物理课程与国外的许多教程有较大差异。比较国内外物理教科书中关于能量概念的呈现方式和教学方式的差异,对改进能量概念在教科书中的呈现方式进而帮助学生进一步理解能量的概念具有一定意义。     

石泉城关方言同音字汇研究

本文着重介绍了陕西南部石泉县城关方言的声韵调、语音特点和同音字汇.     

多样性与未来文化的可持续发展

当文化的同一性减少我们的快乐和我们智力的、情感的、物质的财富时,多样性是有益的。文化多样性可以为所有人提供扩大文化选择权的机会。如果文化的多样性及其自由能够得到保证,那么文化也就获得了可持续发展的前提、动力和资源。     

关于经贸文件汉译英译品的质量问题--兼评《十堰市投资指南》与《十堰市汽车零部件项目》的英译

讨论了提高经贸件汉译英译品质量的重要性，以及目前普遍存在的各种问题。通过对两个件英译质量的分析，归纳出一些汉译英的基本原则以及控制译质量的几点措施。     

浅析火星文中的谐音新词

文章对火星文中的谐音新词进行了分类描写,并分析其繁荣的原因。     

裘曰修涉胡中藻文字狱案考述

胡中藻文字狱案是乾隆前期文人因诗文遭祸的一宗大案,乾隆因此掀起了一场政治运动,江西籍官员裘曰修等人也受到牵连.裘曰修曾无意透露胡中藻诗集被查的消息,实际其与胡中藻并无交往,也没有刊刻、传播胡中藻诗集等直接行为.乾隆虽未将裘曰修治罪,但江西的其他涉案官员则遭到了相应的处罚.     

Introduction: knowledge,ignorance, and relations of dominance

What we have come to understand as education has a temporal dimension: the school year, progression based on time, timetables, and so on. Similarly, our understanding of teaching is framed by temporality, primarily through salary structures and an implicit coupling of performance with time in the field. We argue that this underlying generative temporality is under revision. This revision is taking place through policy moves such as the professional standards agenda, which unlike salary structures (at least current ones) privilege demonstrable performance over tenure. Such a revision places time not as an external measure in which events and practices take place, but as the very core of such practices and events. Taking stimulus from the role of work-integrated learning within initial teacher education, we engage with this revision of temporality in education. With increasing attention being paid to temporality in scholarship across a number of disciplines, there has arguably never been a more appropriate opportunity to engage with the temporality of teaching.     

关于整系数多项式的一个结果

用简洁的方法，证明了如下结果：若整系数多项式f(x)=x^n a1x^n-1 a2x^n-2 …＋an-1x an的所有根的绝对值都不大于1，an≠0，则f(x)的根都是单位根。     

谈谈高师代数学教学中的发散思维

通过对高师数学代数课程的教学及中小学数学教学的情况谈运用发散思维的必要。     

An eight‐year study of online lecture use in a medical gross anatomy and embryology course

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.