中大班幼儿统计数据表征能力的发展

以上海市两所幼儿园的120名中班和大班幼儿为被试考察幼儿统计数据表征能力的发展时发现:(1)中大班幼儿的统计数据表征可分为四种类型,分别是图画型、数字型、图文结合型和初级图表型,每种类型各可分为五个发展水平。(2)随着年龄的增长,幼儿对统计数据的表征类型从数字型、图画型逐渐向图文结合型和初级图表型过渡。     

An Approach to Representing Heterogeneous Non-Uniform Rational B-Spline Objects

The representation method of heterogeneous material information is one of the key technologies of het-erogeneous object modeling, but almost all the existing methods cannot represent non-uniform rational B-spline (NURBS) entity. According to the characteristics of NURBS, a novel data structure, named NURBS material data structure, is proposed, in which the geometrical coordinates, weights and material coordinates of NURBS heterogeneous objects can be represented simultaneously. Based on this data structure, both direct representation method and inverse construction method of heterogeneous NURBS objects are introduced. In the direct representation method, three forms of NURBS heterogeneous objects are introduced by giving the geometry and material information of control points, among which the homogeneous coordinates form is employed for its brevity and easy programming. In the inverse construction method, continuous heterogeneous curves and surfaces can be obtained by interpolating discrete points and curves with specified material information. Some examples are given to show the effectiveness of the proposed methods.     

试论当事人真实陈述义务

民事诉讼法中是否应当规定当事人真实陈述义务，各国学者们争论由来已久。当事人真实陈述义务作为一项法律义务的正当性依据问题应当是争论的关键，本文在对当事人真实陈述义务进行一般考察的基础上，集中论证了当事人真实陈述义务的正当性依据所在，以期为我国民事诉讼法的修订提供理论参考。     

高中学生运用FDI认知方式解决数学应用问题的表征及策略关系研究

国内外关于问题解决中表征和策略的研究成果不少，但涉及高中数学应用题解决中的问题表征及其与解题策略关系的研究不多。高中学生运用FDI认知方式解决数学应用问题有5个表征层次--文字表征、具体表征、抽象表征、形象表征和数学表征，4种解决策略--盲目搜索策略、情景推理策略、原理统率策略和数学模型策略。高中解决数学应用问题时的表征程度决定了其问题解决策略的选取，表征程度的学生倾向于选择相对优化的策略。     

Memorisation methods in science education: tactics to improve the teaching and learning practice

How can science teachers support students in developing an appropriate declarative knowledge base for solving problems? This article focuses on the question whether the development of students’ memory of scientific propositions is better served by writing propositions down on paper or by making drawings of propositions either by silent or muttering rehearsal. By means of a memorisation experiment with eighth- and ninth-grade students, we answer this question. In this experiment, students received instruction to memorise nine science propositions and to reproduce them afterwards. To support memorisation students were randomly assigned either to a group that received instruction to write each proposition on paper or to a group that received instruction to make a drawing about the content of the proposition. In addition, half of the students in both groups received instruction to mutter and the other half of them received instruction to write or draw in silence. The main conclusion from the experiment is that after four weeks students who had made a drawing remembered significantly more propositions than those who had memorised the propositions by writing them down. Our research further revealed that it did not matter whether students muttered or memorised silently.     

几何机器明证引发的思考

时代发展要求教育资源智能化,而不是简单的"电子化".智能解答能在教育领域得以应用的基本要求是能被人理解接受,即有很好的可读性.最新研究表明,人类的解答未必是最好的,计算机可能给出让人惊讶的解答.计算机给出的解答甚至比题干还短,这看似"有悖"常识,但又引起思考,如何知识表示才能尽量简洁而又方便推理.知识的创新表示,要尽量符合信息时代的要求,同时也可能造成原有知识体系的重新定位.     

自适应非负矩阵分解的人脸识别方法研究

在单样本或者小样本的人脸识别系统中,常常会面临样本数量不足的问题,为解决少样本情况下的分类精度,以及利用原始特征或者目标特点重构的虚拟样本过于单一等问题,提出一种自适应非负矩阵分解（NMF）的人脸识别方法。该方法首先在矩阵分解过程中构造不同矩阵维度和迭代次数参数下的重构样本;然后利用QR分解稀疏表示方法进行人脸分类;最后,通过选取最优参数组合,调整重构样本,直至达到最佳分类效果。在ORL、Yale和AR 3个数据库上的实验结果表明,该算法在最佳参数下,尤其是单样本情况下对比基于原样本方法的准确率平均提高了约5%,最高提高了约10%～15%。     

Visual culture and critical pedagogy: from theory to practice

ABSTRACT

This article presents an educational approach that merges ideas of critical pedagogy with those of visual culture. According to this approach – termed visual critical pedagogy – art is an integral part of the textures of society and culture and their manifold and complex visual expressions, including the more controversial and subversive among them. It objects to locking art and visual culture in art departments, and to restricting art history to a formalist analysis of ‘masterpieces’ – which represent primarily the Western art market and its underlying politics. It likewise rejects the conception of art history as the history of artists and art movements – a conservative approach still prevalent in many academic institutions. Integrating critical pedagogy with visual culture provides fertile ground for an educational practice within art classes and beyond them. Visual critical pedagogy is formulated using the concepts exposure, deciphering, representation and visibility, shared by both critical pedagogy and visual culture. These are discussed in the context of educational projects and activities planned and implemented by Jewish and Arab students enrolled in an education-through-art program in an academic college in northern Israel.     

汉诗英译中的风格再现初探

风格再现是汉诗英译中的核心问题。肯定了在汉诗英译过程中的大多数风格标记都是可以转换，并且可以在双语转换中达到比较理想的契合。在此前提之下，试图从风格的形式标记和非形式标记两方面入手，探讨如何从最大程度上实现汉诗英译中的风格再现，最后得出结论，在翻译过程中，需要译者以一丝不苟的科学态度逐一进行分析，从最大程度上保证语言各个层次对原诗的适应性，并在必要时予以变通，才能达到风格的忠实再现。     

数学学习困难及其心理分析

数学学习困难是学校教育中普遍存在的现象。本文在阐述数学学习困难的概念及其相关研究的基础上 ,从学习动机、问题表征能力、解题策略以及元认知技能等方面分析了学生数学困难形成的原因 ,为学校进行补偿教育提供理论依据。