六阶常微分方程的特征值的上界估计

考虑六阶常微分方程的特征值的上界估计，利用分部积分、Rayleigh定理和不等式估计等方法，获得了用前n个特征值来估计第n 1个特征值的上界的不等式，其估计系数与区间的几何度量无关，其结果在物理学和力学等领域中应用广泛。     

关于实施幼儿素质教育的思考

幼儿素质教育是按照社会和人的发展需要,遵循教育的规律,使幼儿的先天禀赋和后天的教育影响相结合,从而促进幼儿的身心全面和谐发展的教育活动。因此,教育要面向全体幼儿,面向幼儿内在品质,面向幼儿的主体意识。     

大学生几种常见情绪障碍及调适

自卑、焦虑、抑郁、愤怒是在日常心理咨询工作中接触到的具有典型性的、代表性的问题。这些情绪障碍如得不到及时解决,必将影响到学生的心理健康水平,进而影响学校的和谐校园建设。文章正是着眼于此,对几种常见情绪障碍进行了分析,并进而提出了解决问题的方法。     

一类(2+1)维非线性波方程新解

使用Jacobi椭圆函数展开法 ,研究 (2 + 1)维KPI方程和 (2 + 1)维Bounessiq方程的周期解和孤波解 ,并借助计算机代数系统Maple ,通过图形分析法 ,给出多解     

Lorentz空间型中具有平行Ricci曲率的类空超曲面

设Mn是Lorentz空间型Nn+1(c)中具平行Ricci曲率的类空超曲面(n 3),本文给出了这类超曲面的分类;如果Mn还是极大的,本文也给出了这类超曲面的分类.     

2+1维破切孤子方程的分支和行波解(英文)

运用动力系统原理研究2+1维破切孤子方程的行波解,得到了参数空间不同区域上所有可能的精确解.     

一类Riccati方程的通积分

给出Riccati方程y′=p（x）y^2＋q（x）y＋r（x）求积法的若干充分条件及其对应的通积分.     

论麦金太尔德性伦理学中的人生统一性观念

麦金太尔在构建其新的德性伦理学过程中，批判了亚里士多德人生统一性理论的缺陷，意识到自己提出的“实践”和“内在利益”概念不足以构成一个自足的伦理体系。在批判现代性带来道德生活的破碎状况以及分析哲学、存在主义哲学等关于人的存在论的反统一性观点之后，麦金太尔在叙事理论基础上重新找回了人生统一性观念在德性伦理学中的必要位置。麦金太尔的统一性观念可以为道德教育在当前多元社会中的存在价值提供理论支持。     

Chinese secondary school students’ conceptions of assessment and achievement emotions: endorsed purposes lead to positive and negative feelings

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character.