“珠脑速算”是开发幼儿思维的金钥匙

孩子,是祖国的未来,人类的希望,是未来世界的历史文化经济的创造者和主宰者。人类的新世纪是智力竞争的世纪,开发智力是未来新世纪科技发展的竞争重点。因此,孩子的思维如何开发,孩子的知识怎样获取,孩子对学习知识潜能怎样发挥,无论是孩子的家长还是教师都在苦苦地寻求着、思索着…… 我们知道:思维,是一个人智力的核心。思维能力的发展对幼儿智力的提高具有独特的作用。要提高幼儿的智力,就必须先开发幼儿的思维空间,使幼儿对学习各种知识产生     

基于GPCM的高中数学教师评价指标体系的调查与分析

为突出教师本人在评价中的主体地位,改变传统的至上而下的评价方式,针对高中数学教师评价指标体系设计问卷进行调查,运用项目反应理论(IRT)中的拓广分部评分模型(GPCM),应用Parscale统计软件对问卷调查结果进行统计分析,获得对高中数学教师评价指标体系的认同度.     

幼儿珠心算教育存在的问题及对策

幼儿教育是培养儿童思维能力的基础阶段,良好的幼儿教育可以增强儿童的记忆能力和思维能力,对儿童日后的学习和发展有着十分重要的作用。在幼儿教育阶段开展珠心算教育,可以促使幼儿的大脑更加活跃敏捷。在现代教育中珠心算教育已经得到广泛普及,珠心算教育可以激发幼儿的右脑潜能,促进幼儿的思维发展。因此,教师在教学过程中应该不断创新教学方式,将珠心算教育与日常教学相结合,发展幼儿的思维能力。     

幼儿园开展珠心算活动的探索

幼儿时期是人的大脑发育最迅速的时期，也是智能开发最佳年龄段。那么，如何抓住这一关键时期，促使幼儿智力早期得到开发，是幼师和家长必须面对的首要课题。我们认为，要想使幼儿智力得到早期并全面开发，就要找到适合幼儿特点的学习与活动项目。珠心算活动在早期教育中对幼儿的潜能开发具有独特的作用，     

两个多重相关变量组的统计分析(1) (典型相关与典型冗余分析)

本文介绍两组相关变量间的典型相关与典型冗余分析的统计分析方法 ,以及在SAS软件包中如何实现 ,文中给出了一个典型的例子     

篮球技术考试项目设计的科学化研究

技术考试项目的设计对科学全面地评价学生技能的掌握程度以及教师的教学水平起着重要作用．本文运用聚类分析方法详细分析了篮球技术考试项目的设计问题，为客观反映评价教学质量提供了科学依据．     

深度学习视角下的幼儿珠心算教学初探

<正>4～6岁这一阶段是幼儿建立大脑镜像的最佳阶段,也是抽象思考发展的早期阶段。深度学习让幼儿与周围环境互动中,通过自己特有的学习方式,积极主动地学习新的知识和经验,探索周围的社会、自然环境和物质世界,并将这些知识和经验纳入原有的认知结构和迁移到新的情境中,以发展其高阶思维和问题解决能力的一种学习。教师正确认识深度学习在教育领域的实质,有助于在珠心算教学与游戏中进行科学组织与指导。开展珠心算的深度学习不仅能促进幼儿思维能力的提升及知识架构的形成,帮助幼儿获取经验积累,还能够在潜移默化中培养幼儿的注意、记忆、思维、创造能力,提高幼儿主动学习的兴趣,使其智力发展和思维发展得到不断提升。     

纵横透视幼儿珠心算教育中的几个问题

珠心算教育在我国已开展了多年,有些省份开始了大面积普及,其影响力甚广,教育效果也非常明显,受到广大幼儿、家长和老师的认可。综观多年对幼儿珠心算教育的亲身经历和实践,我们认为在幼儿中开展珠心算教育不仅是可行的,也是及时的。那么,在幼儿中开展珠心算应注意哪些问题?以我们的教学体会作以阐述,仅供参考。     

教师课堂教学质量的多元统计分析

应用多元统计分析中的聚类分析法和主成分分析法对教师高等数学的课堂教学质量进行了统计分析,通过对数据的聚类分析结果提出教师应注重启发性教学并善于引导学生解决实际问题.同时利用主成分分析将原先众多的评价指标用三个指标代替,为进一步提高教学质量提供科学的依据.     

点思维火花 激求知欲望

充分发挥学生在课堂教学中的主体性,是课堂教学实施素质教育的根本所在.不少教师在教学中把着眼点放在学生主体性的发挥上.现代教学理论指出,学生的主体性体现具有“三性”,即积极性、主动性和创新性.发挥学生的主体性的关键在于调动学生的“三性”.那么,在全面推进素质教育的今天,教师在课堂教学     

典型相关分析在医学上的一个应用

本文将典型相关分析应用于女童多源性假性性早熟 ,推导出其性征程度与雌激素水平只有中等程度正相关的结论     

政府购买公共服务下普惠性学前教育推进的多方演化博弈分析

作为我国政府惠及民生的政策追求和扩大我国学前教育规模并提升质量的重要举措,普惠性学前教育的推进与发展可以缓解我国当前“入园难、入园贵”问题,满足多层次多元化的学前教育需求。在分析了普惠性学前教育推进主体相互关系的基础上构建了“地方政府部门-普惠性学前教育供给机构-适龄幼儿家庭”三者之间的演化博弈模型,分析了三方策略选择与行为演化的影响因素,确立了各方行为趋于稳定状态的条件。研究表明,任一博弈主体行为的演化及其趋势均与另两个博弈主体的策略选择紧密相关;降低学前教育供给机构与政府的合作成本、增加其合作的超额收益,同时增大双方不合作的损失,并降低幼儿家庭及公众的参与成本,提高其参与收益,是推进普惠性学前教育发展的关键。     

Modeling and prediction of children’s growth data via functional principal component analysis

We use the functional principal component analysis (FPCA) to model and predict the weight growth in children. In particular, we examine how the approach can help discern growth patterns of underweight children relative to their normal counterparts, and whether a commonly used transformation to normality plays any constructive roles in a predictive model based on the FPCA. Our work supplements the conditional growth charts developed by Wei and He (2006) by constructing a predictive growth model based on a small number of principal components scores on individual’s past. This work was supported by National Natural Science Foundation of China (Grant No. 10828102), a Changjiang Visiting Professorship, the Training Fund of Northeast Normal University’s Scientific Innovation Project (Grant No. NENU-STC07002) and the National Institutes of Health Grant of USA (Grant No. R01GM080503-01A1).     

An approximated principal component prediction model for continuous-time stochastic processes

In this paper, a linear model for forecasting a continuous-time stochastic process in a future interval in terms of its evolution in a past interval is developed. This model is based on linear regression of the principal components in the future against the principal components in the past. In order to approximate the principal factors from discrete observations of a set of regular sample paths, cubic spline interpolation is used. An application for forecasting tourism evolution in Granada is also included. © 1997 by John Wiley & Sons, Ltd.     

Young children’s multimodal mathematical explanations

This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not surprising to find that they also included physical arrangements of the jars and actions to support their explanations. Hence, to produce their explanations of different attributes such as thin and sameness, the children drew on each other’s gestures and actions with the jars. This research has implications for how the relationship between verbal language and gestures can be viewed in regard to young children’s explanations.     

Home to School: Numeracy Practices and Mathematical Identities

Drawing on a perspective of mathematics as situated social practice, we focus on 4 children in an urban preschool classroom and follow those children between home and school sites to shed light on urban children's persistent underachievement in mathematics. In this article, we describe the ways in which numeracy practices travel with children between home and school and, within those contexts, shape complex and sometimes limited social identities for children. We found that school imperatives, such as assessments and socialization curricula, often obscure teachers' views of children's mathematical practices. Deficit assumptions about family and community support for children, and limited interaction between caregivers and teachers, further contribute to the tendency of school personnel to overlook the mathematical practices that children bring with them to school. We further suggest that vignettes drawn from ethnographic-type research such as this have potential for professional development for classroom teachers.     

Exploring Kindergarten Students’ Early Understandings of the Equal Sign

This study explores kindergarten students’ early notions of mathematical equivalence in the United States. In particular, it uses qualitative methods to examine the understandings children hold about the equal sign prior to formal instruction and how these understandings shift throughout an 8-week classroom teaching experiment designed to develop relational thinking about this symbol. Findings suggest that, even prior to formal instruction, young children hold an operational view of the equal sign that can persist throughout instruction. This early and persistent operational perspective underscores the critical need to design mathematical experiences in kindergarten, and even preschool, that will orient students towards a relational understanding of the equal sign upon its introduction in first grade.     

核主成分分析(KPCA)在企业经济效益评价中的应用

提出了一种新的经济效益评价模型:核主成分分析(KPCA).它通过一个非线性变换,将原变量空间映射到高维特征空间,然后在高维特征空间中进行线性主成分分析.通过核技巧,只需在原空间进行点积运算,便可使第一主成分的贡献率达到90%以上,能有效避免PCA中因各指标贡献率过于分散而影响评价效果.将该模型应用到广东8个卷烟企业进行评价,得到了较理想的评价效果.     

主成分分析法在工业企业经济效益综合评价中的应用

本文运用多元统计中的主成分分析原理，结合延边通用机械厂几年来生产经营中的经济效益变化状况进行了综合评价     

Using video as a tool for promoting inquiry among preschool teachers and didacticians of mathematics

This paper explores the use of video as a tool for promoting inquiry among preschool teachers and didacticians. In this case, the didacticians are teacher educators who are also mathematics education researchers. Preschool teachers recorded themselves with video implementing number and geometry tasks with children and shared these recordings with other teachers and didacticians. The session where the teachers and didacticians viewed and discussed these recordings was recorded and viewed later by a group of didacticians. The multiple uses of video led to inquiry on several levels. Teachers inquired into the practice of implementing tasks with children, evaluating children’s knowledge, and the practice of using video as a tool. Didacticians inquired into their practice of research with children, their practice as teacher educators, the use of video as a tool in professional development, and the use of video in their inquiry process. Teachers’ and didacticians’ inquiries led to increased appreciation for the practice of inquiry, belonging to a community of practice, and its role in promoting both teachers’ and didacticians’ knowledge for teaching.