职前化学教师对“科学探究”理解水平的调查研究*

采用美国诺尔曼·莱德曼(Norman G. Lederman)和朱迪斯·莱德曼(Judith S. Lederman)编制的科学探究观(View About Scientific Inquiry, VASI)调查问卷,对38位职前化学教师的科学探究观进行了调查。结果发现,职前化学教师对科学探究的理解水平参差不齐,理解水平最好的是维度三(D3),74%的职前化学教师对该维度持“通晓的(Informed)”观点;理解水平中等的是维度二(D2),66%的职前化学教师对该维度持“混合的(Mixed)”观点;理解水平最差的是维度七(D7),61%的职前化学教师对该维度持“朴素的(Naive)”观点,并且没有人对该维度持“通晓的”观点,针对这种情况,提出3条改进策略:一是“显性化”,在课程标准和教科书中以“显性”的方式呈现有关科学探究理解的内容;二是“活动化”,教师在教学中设计并实施基于理解探究的各种实践活动;三是“反思性”,引导学生积极主动地反思科学探究活动,获取对科学探究的深入理解。     

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介绍了HL-2M装置控制系统的静态架构、动态行为、控制理论以及模拟仿真。设计采用通讯网络将各控制子系统有机地连接起来,以实现各子系统的实时通讯和控制。等离子体放电控制系统将保证实验的各种参数达到预定要求,监控系统的故障处理机制可以减少各种实验异常对装置造成破坏,磁场控制系统的各种控制器则用来控制等离子体电流和位形,模拟仿真系统可以实现方便地验证控制器的目的。     

Outcomes of a service teaching module on ODEs for physics students

This paper reports on the first part of a multiphase research project that seeks to identify and address the difficulties encountered by physics students when studying differential equations. Differential equations are used extensively by undergraduate physics students, particularly in the advanced modules of their degree. It is, therefore, necessary that students develop conceptual understanding of differential equations in addition to procedural skills. We have investigated the difficulties encountered by third-year students at Dublin City University in an introductory differential equations module. We developed a survey to identify these difficulties and administered it to students who had recently completed the module. We found that students’ mathematical ability in relation to procedural competence is an issue in their study of differential equations, but not as severe an issue as their conceptual understanding. Mathematical competence alone is insufficient if we expect our students to be able to recognize the need for differential equations in a physical context and to be able to set up, solve and interpret the solutions of such equations. We discuss the implications of these results for the next stages of the research project.     

语言声学与内容理解研究进展

本文对语言声学与内容理解研究的最新进展进行综述。首先介绍人类的言语的产生、感知以及声学分析方面的进展,接着分别介绍采用计算机来对语音中的各种信息进行抽取(包括语音、说话人和语种识别)和内容分析与理解(包括文档内容分析和理解与对话)的最新成果,最后对语言声学与内容理解的研究进行了总结和展望。     

Procedural and relational understanding of pre-service mathematics teachers regarding spatial perception of angles in pyramids

In this study, we aim to explore the extent of mathematics pre-service teachers’ ability to apply their procedural understanding combined with spatial perception for drawing conceptual conclusions related to angles in a pyramid. The participants are 16 pre-service high school mathematics teachers. They have studied solid geometry during one academic year, solving problems with various 3-D geometric figures including pyramids and engaging in activities designed to develop spatial perception. At the end of the year, they have taken a final test which examines procedural understanding of 3-D geometric figures as well as relational understanding and spatial perception regarding angles in pyramids. The results illustrate that attainments of the majority of the pre-service teachers in problems requiring only procedural understanding are higher than the attainments in problems which require relational understanding. The results also lead to the assumption that relational understanding of learned material requires application of special teaching methods. Hence, we recommend integrating in the syllabus appropriate courses that focus on the development of this type of understanding.     

Fifth graders’ understanding of fractions on the number line

The goal of this research was to examine fifth graders’ understanding of fractions on the number line. This case‐study design focused on the various ways that students represented fractions on number lines. Students responded to task‐based interview questions by identifying fractions as a number on the number line as well as equivalency and problem solving. The tasks were administered individually to 26 fifth‐grade students over a 15‐minute time frame in their respective schools. The two groups of 10‐year‐old students answered most questions in written form with pencil and paper and were often asked to explain how they arrived at an answer. Student performance was highest when instructed to plot ½ on a number line of 0 to 1 as well as naming a fraction less than ½. The students performed lowest when they attempted to plot ½, ¼, and 1 on a number line with a predetermined unit 0 to 1/3. Other low performing concepts consisted of plotting ¼ on a number line from 0‐3, identifying ¼ on a non‐routine number line, and plotting a unit fraction with an equivalent fraction as well as an improper fraction on a common number line.     

Simulation vs. Understanding: A Tension,in Quantum Chemistry and Beyond. Part A. Stage Setting

We begin our tripartite Essay with a triangle of understanding, theory and simulation. Sketching the intimate tie between explanation and teaching, we also point to the emotional impact of understanding. As we trace the development of theory in chemistry, Dirac's characterization of what is known and what is needed for theoretical chemistry comes up, as does the role of prediction, and Thom's phrase “To predict is not to explain.” We give a typology of models, and then describe, no doubt inadequately, machine learning and neural networks. In the second part, we leave philosophy, beginning by describing Roald's being beaten by simulation. This leads us to artificial intelligence (AI), Searle's Chinese room, and Strevens’ account of what a go‐playing program knows. Back to our terrain—we ask “Quantum Chemistry, ? ca. 2020?” Then move to examples of AI affecting social matters, ranging from trivial to scary. We argue that moral decisions are hardly to be left to a computer. At this point, we try to pull the reader up, giving the opposing view of an optimistic, limitless future a voice. But we don't do justice to that view—how could we? We return to questioning the ascetic dimension of scientists, their romance with black boxes. Onward: In the 3rd part of this Essay, we work our way up from pessimism. We trace (another triangle!) the special interests of experimentalists, who want the theory we love, and reliable numbers as well. We detail in our own science instances where theory gave us real joy. Two more examples‐on magnetic coupling in inorganic diradicals, and the way to think about alkali metal halides, show us the way to integrate simulation with theory. Back and forth is how it should be—between painfully‐obtained, intriguing numbers, begging for interpretation, in turn requiring new concepts, new models, new theoretically grounded tools of computation. Through such iterations understanding is formed. As our tripartite Essay ends, we outline a future of consilience, with a role both for fact‐seekers, and searchers for understanding. Chemistry's streak of creation provides in that conjoined future a passage to art and to perceiving, as we argue we must, the sacred in science.     

理解和记忆物理化学公式的方法*

物理化学中涉及的公式多达数百,学生记忆时存在很大困难。为解决这一问题,介绍了几种不同的公式理解和记忆方法,包括演绎推导法、对比记忆法、量纲验证法、理解纠错法、交互验证法,并结合实例,对这几种方法应用做了较为详细的说明。     

Spatial classification

The aim of a spatial classification is to position the units on a spatial network and to give simultaneously a set of structured classes of these units “compatible” with the network. We introduce the basic needed definitions: compatibility between a classification structure and a tessellation, (m,k)-networks as a case of tessellation, convex, maximal and connected subsets in such networks, spatial pyramids and spatial hierarchies. As like Robinsonian dissimilarities induced by indexed pyramids generalize ultrametrics induced by indexed hierarchies we show that a new kind of dissimilarity called “Yadidean” induced by spatial pyramids generalize Robinsonian dissimilarities. We focus on spatial pyramids where each class is a convex for a grid, and we show that there are several one-to-one correspondences with different kinds of Yadidean dissimilarities. These new results produce also, as a special case, several one-to-one correspondences between spatial hierarchies (resp. standard indexed pyramids) and Yadidean ultrametrics (resp. Robinsonian) dissimilarities. Qualities of spatial pyramids and their supremum under a given dissimilarity are considered. We give a constructive algorithm for convex spatial pyramids illustrated by an example. We show finally by a simple example that spatial pyramids on symbolic data can produce a geometrical representation of conceptual lattices of “symbolic objects”.