渗透高中数学知识的阅读理解题

近年中考数学试题中出现了一类渗透高中数学知识的中考阅读理解题,它是将初中已学知识进行了合理地延伸,通过阅读材料介绍给考生某些高中阶段的数学概念和方法,然后要求考生运用这些新知识去求解具体的     

旋转在一类几何问题中的运用

<正>近年来在中考和备考模拟中探究三条线段关系的问题频繁出现,难度不大但变化较多,数学的思维灵活性要求也较高,同学们对于分散的条件没有很好的解题思路.其实,通过对几何图形的某一部分旋转或对称,可将几何图形中的线段作等量转移、建立数量关系,使条件得到有效集中,是解此类问题的有效方法.本文将根据条件和求解要求把问题作一些     

搜索区域自动变更的智能水滴算法实训课排课优化

排课问题是NP完全问题,高校实训室排课需考虑实训设备配置及教学改革"走班制"专业选修课所增加的排课复杂度.将高校实训室排课问题建模为硬约束目标及软约束优化满足问题,提出了经过改进的智能水滴算法,改进算法在路径寻优过程中根据待排课程的属性与当前排课状态,结合优化目标,自动进行跳转或围绕核心点变更搜索区域,有效解决了标准智能水滴算法搜索范围固定不利于算法搜索效率提升的问题.提出了预排序策略,减轻算法后期运行的阻力,在排课资源紧张的情况下,更好地实现收敛.通过改进智能水滴算法、标准智能水滴算法、遗传算法进行排课实验对比,验证了改进智能水滴算法在排课系统中的优化效果和高效性。     

2005年全国各课改区中考数学试题特点分析及2006年新中考复习备考的几点建议

随着新一轮课程改革的逐步推进,2005年全国已有500多个课改区进入了新中考,2006年全国将有三分之一左右的中考学生进入新中考,我们海南省将有一半以上县市的考生进入新中考.面对这一形势,越来越多考生和老师对新中考究竟会怎么考,新课程理念会怎样在新中考中体现等问题感到迷惘,不知如何应对?为了帮助第一线的教师和广大考生解答上述疑问,更为大家提供一套高质量的复习备考资料,我们特精选了20份2005年全国各课改区的中考试题,在《数学学习》2005年第四、五、六期上发表(其中第四、五期合刊),供大家使用。为更好地帮助大家了解2005年新中考…     

基于离散型荧火虫算法的高校智能排课的研究

针对传统排课方法排课效率低、成功率低、冲突率高等无法满足现代高校教务管理要求的现状,提出一种基于离散型荧火虫算法的智能排课模型.首先,根据教师、班级、课程、教室及授课时间要求建立一个多目标、多约束的排课数学模型,采用二分图完美匹配操作初始可行排课方案;然后,利用离散型荧火虫优化算法在可行方案中寻找最优排课方案;最后,通过Matlab仿真实验验证其可行性与有效性.     

线性代数是蓝色的——大学非数学专业《线性代数》的课程设计

线性代数不仅是处理多元问题的有力工具,而且具有强烈的思辨性.大学本科教育应该是"泛专业的高等素质教育",作为公共基础课之一的《线性代数》,也应着眼于学生综合科学素质的培养,注意对学生进行思维训练.本文提出线性代数的教学理念:"提出处理多元问题的新要求,沿着多元整合的集成化思路推进,逐步把学生引上线性变换和线性空间的思维平台."为此,本文进行了"五模块、两阶段、三层次"的课程设计,希望对讲授该课程的教师有所裨益.     

高中数学新课程选修系列3、4的开课现状与思考

2006年秋，首批高中新课程实验省区山东、广东、海南、宁夏进入新课程实施的第三个年头．这些省区对充分体现高中新课程理念——选择性的数学选修课程的实施现状如何，自然备受业内人士的关注．当然，对列为必选的选修系列1、2课程，任何一所高中都会严格按新课标要求开课，所以本文将可由学生自选的选修系列3、4的开课情况作为研究的议题．10月下旬～11月下旬，     

双基-发散系统-能力——中考数学复习方略

中考数学总复习直接影响学生对数学知识的掌握程度与中考的成败.要想搞好新课程标准下数学的总复习,必须依据<课程标准>和教材的要求,结合近几年考试的动向,进行整体规划,合理布阵,讲究复习方法的科学性,力求高效有序,凸现系统,提高能力.数学总复习一般分三个阶段进行,它们各具特色,本文结合笔者的实践与思考提出如下观点,与同仁探讨.     

以函数为载体的新定义试题

<正>新定义题目为近年中考热点问题,既能考查同学们的基础知识,又能考查同学们的阅读理解能力、抽象概括能力和思维创新能力,体现出"考查能力"的主旨.求解时应从所给的新定义出发,化"新"为"旧",也就是把新定义内容转化为所学过知识,从而达到化"未知"为"已知"的目的,再运用相应"旧知"的基本概念和性质定理,层层递进,进而解决这类问题.现举例加以说明,供参考.     

补形巧解立体几何题

巧妙补形是求解立体几何问题较为常用的一种解题方法,是把一个几何体补成另一个几何体,从而在新形成的几何体中研究原几何体的有关问题,这样可以使要求解的问题变得简单,解题过程简捷,思维空间广阔,解题方法新颖,问题获解顺利.     

普通高中教育投入绩效评估实证研究——基于江门市47所高中调查的多层数据

基于江门市47所高中调查的多层数据,运用多层统计分析模型,进行普通高中教育投入绩效评估的实证研究,结果表明:中考成绩与学校绩效之间呈负相关态势;高考成绩最重要的决定因素是学生先前的知识储备和起始能力水平;教育经费投入对高考成绩有显著正影响;学校师资质量对提高学生学业成就有正影响;在47所学校中,有18所学校教育绩效较好,有27所学校教育绩效还有待进一步提高,相应的教育资源的配置需要进一步优化等,并提出相应的政策建议.     

Timetabling for Greek high schools

The timetabling process and the resulting weekly schedules are important components for the daily operation of any school. This paper presents an efficient solution to the timetabling problem for the secondary educational system in Greece. Such a problem involves scheduling a large number of classes, teachers, courses, and classrooms to a number of time-periods. The development of the basic structure and the modelling of the problem as an integer mathematical program allows for the generation of constraints necessary for the satisfaction of all the school system rules and regulations. The integer programming approach and the commercial tools available for this class of problems facilitated the process of locating the optimal solution for the problem. The model is flexible and modular allowing for adaptations to satisfy the local characteristics of each school by changing the parameters of the model and adding or replacing constraints. A fully defined timetabling problem for a typical Greek high school is presented and optimally solved in order to demonstrate the effectiveness of the model in satisfying both the hard and the soft operational rules of the problem. Implementation of the new methodology for regular use for high schools is currently being attempted.     

高中课程设置问题和教育改革

本文用聚类分析和因子分析对高中课程设置进行归类和结构分析，得知属于自然科学类的生、地、数、理化关系密切，而属于社会科学类的政、语、英、史关系比较松散。史、地两科实际上是两门很不相同的学科。高中十门课程培养高中生的理科能力、文科能力和体能因子。在统计分析的基础上就以下一些问题提出一些建设性的意见：高中课程设置要适应高考制度的全面改革；高中课程设置要体现德育和体育的作用；高中课程设置既要满足升学需要，也要考虑就业需要。     

中学教师组织支持感对工作压力的预测作用研究

在中、高考指挥棒的引导下,目前中学教师群体的工作压力达到了前所未有的高度,而教师对组织支持的感知影响着教师对工作压力的认识.通过对2187名中学教师进行问卷调查,运用SPSS和AMOS软件对数据进行分析,分析中学教师组织支持感工作压力所在水平,目前组织支持感水平处于中等状态,且教师对组织支持感的认识比较一致.中学教师工作压力总体比较高,但不同的教师群体工作压力不同.并对组织支持感预测工作压力模型进行检验.发现组织支持感与工作压力呈负相关初/高中在0.001水平上差异显著,而性别、公/民办和教龄在0.05水平上差异显著.     

Fuzzy robust courses scheduling problem

We consider examination courses scheduling at university. Two basic courses sharing at least one student cannot be scheduled at the same time. This scheduling problem will be stated as a graph coloring problem. The stability of the scheduled solution would be desirable in the sense that it remains valid also if some additional students want to do the exams, for example those who failed in earlier examination sessions. This stability is defined as the robustness of scheduling courses. We consider a mean value of the fuzzy number of courses incompatibilities as the robustness measure.     

Mathematics teacher training at the State Technical University in Chile

During the fifties and sixties in Chile many mathematics graduates of Pedagogical Institutes became university instructors rather than high school teachers as intended. In the late sixties Masters level programmes began giving more advanced training for university mathematics instructors. A ‘modern’ mathematics curriculum including computer science was introduced in the high schools. The first significant attempt to adapt the training of Chilean high school mathematics teachers to the new academic and social realities was begun in 1976 at the State Technical University with the cooperation of Teachers College, Columbia University, and the support of the Organization of American States.

The four‐year programme leads to Licenciatura (Bachelors) in Mathematics and Computer Education. All courses are taught by faculty members of the Department of Mathematics and Computer Science. The three basic areas of instruction are mathematics, computer science, and mathematics education. Funds provided by the O.A.S. have helped to make possible the development of curricular materials in Spanish, and the acquisition of computing and video tape equipment.     

Elective course planning

Efficient planning increasingly becomes an indispensable tool for management of both companies and public organizations. This is also the case for high school management in Denmark, because the growing individual freedom of the students to choose courses makes planning much more complex. Due to reforms, elective courses are today an important part of the curriculum, and elective courses are a good way to make high school education more attractive for the students. In this article, the problem of planning the elective courses is modeled using integer programming and three different solution approaches are suggested, including a Branch-and-Price framework using partial Dantzig-Wolfe decomposition. Explicit Constraint Branching is used to enhance the solution process, both on the original IP model and in the Branch-and-Price algorithm. To the best of our knowledge, no exact algorithm for the Elective Course Planning Problem has been described in the literature before. The proposed algorithms are tested on data sets from 98 of the 150 high schools in Denmark. The tests show that for the majority of the problems, the optimal solution can be obtained within the one hour time bound. Furthermore the suggested algorithms achieve better results than the currently applied meta-heuristic.     

Clarifying the Place of Essential Topics and Unifying Principles in High School Biology

The content of high school biology courses is overwhelming in quantity. This coverage does not permit students to engage in inquiry whereby they construct knowledge in a meaningful manner. Initially, the study sought to identify a small list of essential topics as the focus of high school biology. With the help of seven science supervisors in a large metropolitan area in the Southwest who have taught high school biology for many years, the problem of course content was examined. After three separate contacts by mail to the supervisors using a Delphi technique, a view emerged: Teach students the big ideas of biology rather than specific topics, but use topics to develop the major themes and unifying principles. These findings need to be discussed with biology teachers to help them focus their teaching on a smaller body of course content that relates directly to the major ideas of biology.     

Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar‐Science Education Awardees' Decisions to Teach Science in a High‐Need New York City School

Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high‐need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high‐need New York City (NYC) schools from those committed to high‐need rural careers. Essays designed to expose their (n = 22) considerations of teaching in NYC written before, immediately after, and two weeks following a one‐week cultural and science teaching internship experience were coded to reveal distinguishing reflective thought patterns. The results showed that those (16/22) whose final essay showed commitment to NYC teaching viewed themselves positively as NYC teachers and that increases in positive self‐perceptions were paralleled by increases in affinity toward living in NYC and NYC schools. Those not inclined to NYC teaching (6/22) expressed increasingly negative views of themselves as NYC teachers, NYC life, and urban education generally. The research provides insights into what Noyce Scholar undergraduates in science education think about when considering a teaching career in urban school districts.