深度学习研究：发展脉络与瓶颈

深度学习研究在国际上历经40余年,经历了蛰伏期、萌发期、新兴期,目前正处在迅发期,已得到政府、学校、社会机构、媒体前所未有的关注和推崇。国内外的深度学习研究态势呈现出各自特色:国外偏向深度参与学习以及高阶学习策略研究,国内注重学生高阶知能的发展与迁移应用。40余年里,深度学习发生了两个方向的转变:从索求理解到追求迁移、从注重过程到侧重结果。深度学习已不再仅仅是为了理解基本知能而采用的学习方式,它更多的是一种基于理解、追求迁移应用的有意义学习。它通过促使学生深度参与学习、适性地采用高级学习方略来促进高阶知能的发展,实现这些知能在全新情境中的应用或新高阶知能生成。目前国内外尚无研究关注深度学习的灵活性问题,而灵活性却是深度学习的诉求。这种诉求触及到顶层框架结构的变化并且需要一种认知灵活性,其实现极具挑战,可通过学习架构并借助智慧课堂的赋能作用尝试解决。     

一象多意论

"意"与"象"两者,能由互动而形成"一意多象"与"一象多意"之两大类型。因此,特着眼于"一象多意",先探讨相关理论,以见其哲学意涵或心理基础,再针对其辞章表现,举"梅花意象"为例,略作说明,以见"意"与"象"互动之密切关系。     

论主题式阅读与写作一体化的教学策略

本文立足于小学语文教学实践,以主题式阅读与写作一体化这一教学模式为切入点,首先探讨了其的概念,然后又对该教学模式的具体实施策略进行了详细阐述,旨在于践行读写结合的观点,推动小学生语文素养及其能力的进步与更好的发展。     

建构、反思与超越：当代岭南建筑学派研究进展

本文以1980年以来岭南建筑学派研究的文本为研究对象,提出一种实践性的建筑历史与文本性的建筑理论相结合的研究模式,即从文本研究出发,将当代岭南建筑学派研究视为一个不断建构、反思与超越的历史发展过程,在此基础上对当代岭南建筑学派研究的进展进行梳理与评述。当代岭南建筑学派研究以何镜堂"两观三性"为标志,对学派思想和实践进行了具有哲学深度的系统整理与理论建构,为当代岭南建筑学派超越地域性建筑流派的思维定势,走向更为广阔的世界舞台奠定了理论基础。     

科技成果转化中的价值观念

本文分析了科技成果转化中社会系统深层次的科技价值观,以及我国在科技成果转化进程中对科技价值观认识上的偏差和影响因素。指出要高度重视科技价值观的巨大作用,在社会需求的基础上,实现各层次活动主体的科技价值目标的统一,加速科技成果转化的进程     

关于江西省稀土永磁产业发展的初步思考

本文阐述了稀土永磁产业的概念、市场细分和特征,分析了国内外稀土永磁产业发展现状及未来发展趋势,提出了发展我省稀土永磁产业的六点建议。     

简易IP地址判断程序设计

IP地址是TCP/IP协议在网络层的地址,用来唯一地标识每台接入互联网的主机。本文涉及的相关知识主要包括:IP地址的基本概念,IP地址的分类方法,特殊的IP地址类型,IP地址的划分方式。     

Fourth‐grade Elementary Students’ Conceptions of Standards‐based Lunar Concepts

Fourth‐grade students’ knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post‐test data for 48 students were used to address the research question related to observable moon phases and patterns of change. Interviews were conducted with 10 students on a post‐only basis to provide data on understanding the cause of moon phases. The researchers used the constant comparative method to analyse data. Pretest results indicate these students had not met the expectations expressed in the U.S. Science Education Standards for lunar concepts. Post‐test results reveal a very positive performance on observable moon phases and patterns of change, as well as the cause of moon phases. Interpretation and implications of these findings are provided.     

‘Slow Science’: Building scientific concepts in physics in high school

In this study, a progressive-learning approach to physics, based on knowledge-building pedagogy, was compared to a content-centered approach in which explanations, experiments, and discussions are centered on the transmission of knowledge. Forty-six students attending the first year of high school participated in this study over a whole school year. Students’ knowledge and mastery of physics concepts were assessed through questionnaires containing both open-ended and multiple-choice questions. Overall, the ‘progressive-learning' group outperformed the content-centered group. Results are discussed in relation to the theoretical background and the experimental teacher's diary of classroom activities. The main conclusion achieved by this study is that the teaching of physics should be slow, cyclic, and developmentally appropriate for the context.