Constructing a rhombus through paper folding

This paper presents an example of how paper folding can be used in a geometry class to support conceptual understanding. Specifically, it explains an activity that constructs a rhombus and explores its attributes by using paper folding. The steps of constructing a rhombus are described and some discussion questions are given to consolidate understanding.     

化学师范生学科理解能力的培养研究:问题与对策*

新时代卓越教师培养对师范生的能力培养提出更高要求。以化学为例,对新手型教师学科理解能力进行调查和分析,结果显示新手型化学教师存在知识理解错误、本质思考不足、微观探析缺乏等问题。因此对化学师范生培养提出4个建议,即高校应加强化学师范生中学与大学专业课程的衔接,学科教学论教师应促进化学师范生主动进行学科理解,学科教学论教师应构建师范生学科理解的典型案例,科学开设相关课程保障师范生学科理解的学习空间。     

Interaction of Photoactive[Fe（CN）6]4^- with TiO2 Anatase（101） Surface： A Periodic Density Functional Theory Study

The plane-wave pseudopotential function method,based on density-functional theory,has been used to calculate the adsorption,electronic band structures,orbitals and optical absorption spectrum of [Fe(CN)6]4-on TiO2 anatase(101) surface. Our calculations reveal that the surface-modified anatase system has large adsorption energy and a much narrower band gap. [Fe(CN)6]4-adsorption on the (101) surface could lead to a large red shift of the anatase optical absorption threshold,which extends into a visible region significantly. The calculated results are in agreement with the experiment and other theoretical studies reasonably. It is very important for the understanding and further development of photovoltaic materials that are active under visible light.     

高职院校开展数学建模活动应克服的几个障碍

由于高职院校对开展数学建模活动的作用认识不足,学生数学基础薄弱,教师经验欠缺,决策者功利心过重等因素,制约了数学建模活动在高职院校的广泛开展.高职院校要开展好数学建模活动必须突破认识、心理、技术和功利四重障碍.     

FAIR�ռ���������������������ߵĸ������

阐述了FAIR收集环二极超导磁体电流引线的基本原理,给出了电流引线的主要参数及初步设计方案,提出了使用复合材料和通过结构优化以减小电流引线的漏热,并根据电流引线的传热特性进行了漏热的分析和计算,实验结果验证了概念设计的可行性。     

基于学科理解的学习任务设计策略

基于学科理解的学习任务是精细化教学研究的切入点,是核心素养的落脚点.基于分析学习任务的内容、方法、情境要素,结合原电池教学案例,提出以下设计策略:对教学内容本原性、结构化地理解;分析学生认知基础和学习困难,确定学习任务着力点;任务以本原问题体现,显化认识视角;注重学习任务的教学逻辑;活动指向学生的素养发展;创造真实适切...     

提升教师学科理解能力:缘起、意义及策略*

2018年新一轮基础教育课程改革方案颁布实施,其主旨要义是学科核心素养。学科核心素养在课堂“落地”必须提升教师的学科理解能力。缘起:学科融合是未来国际基础教育发展的大趋势,学科知识是学科教学知识发展的前提,新一轮教育改革重视学科知识学习的过程体验,学科理解能力是衡量教师教学能力的核心项之一,学科知识理解影响教师的教和学生的学。意义:精准把握学科核心素养内涵,深化对学科知识内涵的认识、理解,深化教师核心素养内涵的认识,为素养为本的课堂教学提供基本保障。策略:教学理念:与时俱进,站在课改前沿;学科教师:由点带面,实现整体提升;科学概念:划分结构,赋予学科功能;理解方法:凝练本原,抽提认识视角。     

增进化学学科理解的“反应热”单元整体教学设计

秉承2017年版课标的理念和要求,按照鲁科版新教材的编排体系,系统梳理了对“反应热”的学科理解,包括理解知识本体与其中蕴含的思维方式方法。为增进学生的学科理解,将反应热单元分为3课时:基于体系理解反应热概念,借助内能将反应热与焓变建立联系,焓变的计算。精心设计了每一课时的驱动性问题(任务)以及课中与课后作业评价并进行了教学实践。对比上一轮此内容的单元整体教学,从教学侧重点、教学方法、教学效果等角度进行了反思。     

Hopf bifurcation in a conceptual climate model with ice–albedo and precipitation–temperature feedbacks

In this paper we analyse a dynamical system based on the so-called KCG (Källén, Crafoord, Ghil) conceptual climate model. This model describes an evolution of the globally averaged temperature and the average extent of the ice sheets. In the nondimensional form the equations can be simplified facilitating the subsequent analysis. We consider the limiting case of a stationary snow line for which the phase plane can be completely analysed and the type of each critical point can be determined. One of them can exhibit the Hopf bifurcation and we find sufficient conditions for its existence. Those, in turn, have a straightforward physical meaning and indicate that the model predicts internal oscillations of the climate. Using the typical real-world values of appearing parameters we conclude that the obtained results are in the same ballpark as the conditions on our planet during the quaternary ice ages. Our analysis is a rigorous justification of a generalization of some previous results by KCG and other authors.     

关注大概念的教学设计与实践——以“气体摩尔体积”为例

以高中化学中的“气体摩尔体积”概念教学为例,分析了基于大概念教学的必要性,建构了“解读基本概念教学价值,编写基本理解和基本问题,创设有层递性的学习活动”的大概念教学的模式,有利于更好地凸显学科概念本身的价值和意义,形成具有持久价值和迁移价值的关键性的方法、思维和能力。