诱导法在赛艇教学中的应用

在普通高校赛艇技术教学中，通过不同的诱导，以使学生更快地掌握赛艇基本技术，提高运动能力。结果表明，诱导法的灵活运用，能够提高学生的学习热情，对教学起到事半功倍的作用。     

运用类比启发探究式数学归纳法的教学研究

数学归纳法是一种重要的数学证明方法,在高中数学内容中占有重要的地位,其中体现的数学思想方法对学生进一步学习数学、领悟数学思想至关重要。本文利用类比启发探究式进行数学归纳法的分析研究。     

济宁市洸府河大桥综合防雷设计

文章通过介绍济宁市!府河大桥综合防雷系统的设计方案,较全面地阐述了对大型跨河流、跨铁路桥梁的直击雷和雷电感应防护的设计技术,提供了一个行之有效的桥梁综合防雷设计方案。     

复合函数的高阶导数公式及其应用

给出并应用数学归纳法证明了复合函数的高阶导数公式,推广和改进了相关文献的一些结论.最后给出一些应用实例.     

学生对静电感应理解的初步研究

通过问卷调查和访谈,分析了学生对静电感应概念的理解,并把这些理解划分成三种类型。     

大花蕙兰原球茎诱导与增殖研究

为研究大花蕙兰（Cymbidium hybridum）原球茎诱导与增殖的最佳配方,用大花蕙兰无菌苗为材料,以MS、1/2MS为基本培养基,应用6-BA、2,4-D、NAA植物生长调节剂对大花蕙兰无菌苗茎段切块进行原球茎诱导和原球茎增殖研究。结果表明：在1/2MS＋6-BA 8.0 mg/L＋2,4-D 0.2 mg/L＋琼脂10g/L＋蔗糖15g/L＋活性炭1.5g/L的培养基（PH=5.8）上诱导出原球茎的效果最好,其诱导率高达77.78%;原球茎接种于MS＋6-BA6.0mg/L＋NAA0.2mg/L＋琼脂10g/L＋蔗糖10g/L＋活性炭1.5g/L＋香蕉泥100g/L（PH=5.8）培养基上原球茎增殖效果最佳。低水平的2,4-D（0.2 mg/L）、较高水平的6-BA（8.0mg/L）对大花蕙兰原球茎诱导具有显著的促进作用。     

感应电机直接转矩控制系统仿真

研究了异步电机直接转矩控制的方法,利用MATLAB／SIMULINK仿真工具对直接转矩控制系统进行了建模和仿真．结果表明：直接转矩控制具有鲁棒性强、转矩动态响应速度快等优点．     

A bridge over troubling waters: a snapshot of teacher graduates' perceptions of their ongoing professional learning needs

For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers.     

Learning to teach in higher education: how to link theory and practice

In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process.