澳大利亚小学课堂教学模式

在教育及实践中,有不同的教学模式,不同的教学模式又有其不同的特点。结果主义教学模式在当代西方教学中扮演了极演了极其重要的角色。通过对澳大利亚小学课堂教学的实地考察,可以看出结构主义教学模式在澳大利亚小学教学为中的运用及其特点。     

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介绍因特网上搜索引擎的运行机制,并着重分析其局限性;提出克服这些局限性的智能代理技术,并指出智能代理技术将成为未来网上的信息服务模式的主流。     

Simple Bayesian Model for Bitmap Compression

Bitmaps are a useful, but storage voracious, component of many information retrieval systems. Earlier efforts to compress bitmaps were based on models of bit generation, particularly Markov models. While these permitted considerable reduction in storage, the short memory of Markov models may limit their compression efficiency. In this paper we accept the state orientation of Markov models, but introduce a Bayesian approach to assess the state; the analysis is based on data accumulating in a growing window. The paper describes the details of the probabilistic assumptions governing the Bayesian analysis, as well as the protocol for controlling the window that receives the data. We find slight improvement over the best performing strictly Markov models.     

高超声速复杂流动中湍流模式的研究

研究了标准k ε模式 ,双尺度湍流模式 ,并对其在壁面附近作出长度尺度修正 在此基础上 ,选择了几个基准流动 :二维可压缩拐角、锥柱裙组合体绕流和斜激波 /平板湍流边界层干扰 ,进行数值计算 .通过数值计算和实验结果的比较 ,发现修正湍流模式对流动分离、摩阻和热流的计算具有更好的效果 .     

异常波动与资产定价模型

本文介绍了异常波动的概念,并给出从涨跌幅度和收益率分布角度的定量化定义。然后讨论了异常波动对资产定价检验模型的影响,探讨了异常波动的处理方法,包括人工观察方法和算法辨识方法。     

平面应力状态分析中的两个问题刍议

给出了在不求主应力的情况下判定二向应力状态的简易公式以及用主应力表示的关于主平面方向角的方程式.     

“快乐体育”教学及其实施

“快乐体育”教学是一种“寓教于乐”的体育教学理念,文章通过对“快乐体育”教学的内涵解读,阐述了“快乐体育”教学实施的原则,提出了在高等院校中开展“快乐体育”教学的实施方法。     

锥比率模型在网络效益评估中的应用

本文简要介绍了谁比率模型的基本原理以及网络效益评估的基本理论,并且根据网络效益评估的具体特点,将锥比率模型应用在网络效益评估中得到了满意的评价结果．     

贵州省民族古籍人才培养模式初探

一个国家或民族人才的多寡优劣直接决定着这个国家或民族的兴衰存亡。20世纪80年代以来贵州省在民族古籍的抢救、普查和整理等方面取得了累累硕果,但要让民族古籍事业向纵深发展,必须对已经整理出来的民族古籍翻译和研究,这就需要大量的民族古籍专业人才,目前的民族古籍人才远远不能满足需要,因此加强民族古籍专业人才的培养是一项艰巨而长期的任务。可以采取高等教育培养、在职培训培养和师傅带徒弟培养等多渠道、多层次、灵活多变的方式来培养民族古籍人才。     

The principalship,autonomy, and after

Contemporary discourses in educational administration have exponentially grown the number of adjectival leaderships, challenged traditional organisational structures, and offered autonomy as a solution to performance issues. In this theoretical paper, I ask what does the principalship look like after autonomy? Despite the range of objections that could be raised in relation to thinking with and through an organisational role, it is the contention of this paper that it is in the principalship that we find important resources for theorising educational administration, even if, at first sight, these resources appear to bear little connection to, or resonance with, contemporary discourses of ‘leadership’ in education. Working within a relational approach to educational administration that I am advancing, my argument is built around three key markers: the centrality of temporality, the (im)possibility of the local, and the imposition of ‘quality’.