软件可用性实验室的建设方法探讨

通过对软件开发的分析,介绍了软件可用性概念及其重要性,并对软件可用性开发方法进行探讨,提出对软件可用性实验室建设思路,最后在硬件最简化投入基础上做出软件可用性实验室建设的尝试。     

基于MEMS加速度微传感器制作工艺及测试

介绍了基于MEMS技术的微型加速度传感器的原理、制作工艺、测试电路及测试结果。设计原理是把加速度变化转换为传感器的电容变化,制作上以硅-玻璃键合技术、玻璃和质量块的腐蚀工艺以及等离子刻蚀技术(ICP)为主要的工艺过程。传感器的测试采用方波为激励信号,采用CMOS电路来提高测量电容的灵敏度。结果表明,该传感器性能稳定、线性范围广、灵敏度高。     

基于在线插值模糊控制的高速轴承试验台转速控制系统

将实用插值算法运用于模糊控制当中，设计一种在线插值模糊控制系统，消除常规模糊控制器由于量化误差而引起的稳态误差和颤振现象，提高传统轴承试验台的控制精度．     

现行断裂韧度测试标准的差异及对实际测量的影响

针对现行断裂韧度测试标准的不同,分析了钝化线和上界限线的规定形式对实际测量结果的影响,探讨了各标准的侧重点,并对标准的发展提出几点建议。     

刍议语文素质教育中的检测评价观

素质教育的检测评价既要考查学生学习的潜力 ,又要考察学习的创造性 ,语文素质教育的检测评价应树立全面的观点 ,创造的观点和发展的观点。     

测试管法现场快速测定水中磷酸盐

本文研究了在非离子表面活性剂聚乙烯醇存在下,磷钼杂多酸和孔雀绿于硫酸介质中形成绿色离子缔合物的条件.据此,研制了一种能简便、快速测定水中磷酸盐的测试管,该测试管测定范围为0.004-0.14mg/L.     

软件测试及关键技术

软件测试是提高软件可靠性最有效、最直接的方法之一。首先描述了软件测试的概念,给出了软件测试的四个根本特性,即动态性、有限性、选择性和预测性,在此基础上,对软件测试的过程、关键技术、管理方法进行了探讨,最后对现有测试方法进行了相关总结。     

遗传算法收敛性的一种直观解释

介绍了一种遗传算法收敛性的新解释,即利用不动点理论及压缩映像原理来解释具有单峰函数的收敛性问题。     

‘It’s not that easy to solve’: edTPA and preservice teacher learning

This three year qualitative study of a university pilot of the edTPA, a performance assessment for preservice teachers, questioned candidates’ learning at the nexus of claims that the edTPA serves a dual role as both a formative assessment for candidates’ ongoing learning as well as a summative assessment of their readiness to teach. The analysis highlighted affordances and constraints of the assessment in the areas of: (1) depth of professional learning, (2) differentiation for diverse learners, (3) focus on school, community and family context, (4) professional reflection within classroom realities, and (5) as an evaluation tool. The discussion positions the findings alongside other published implementation studies of the edTPA in terms of current reforms. It especially problematizes the positioning of preservice teachers as professional learners in light of pressures for compliance and standardization.     

Why Students Answer TIMSS Science Test Items the Way They Do

The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.