初中生物理实验操作能力及品质的比较研究

物理实验操作能力是物理实验能力的核心。加强对学生物理实验操作能力的发展研究，能使教师了解学生实验操作能力的本质，把握学生物理实验操作能力的发展规律，并对学生实验操作能力的培养提供依据。本文主要研究初二、初三两年级物理实验操作能力及各品质的比较。经研究得出初三学生操作能力及各品质都要好于初二学生。     

基于概念的教育资源元素材聚类方法研究

针对教育资源元素材种类多、独立性强等特点，研究了概念聚类方法解决领域知识的分类和归并问题，并实现了概念的动态聚类算法和归并算法，分析了该算法的效率和聚类准确性．     

Generalized nets in neurology: an example of mathematical modelling

The purpose of this paper is to explain the basic theory of generalized nets (GNs) and their applications in the context of the differential diagnosis of neurological diseases. We define formally the concepts of a GN and transitions of a GN and also outline some remarks on their theory. The work here constructs an example which aims to trace the process of diagnosing different signs and symptoms in neurology. This will enable the interested reader to see the scope of nets in general as tools for the modelling, simulation, optimization and control of real processes.     

Pedagogical challenges in making mathematics relevant for Indigenous Australians

After the invasion and occupation of their land by Europeans, Indigenous Australians were expected to benefit from a Western education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal children learn differently and that Indigenous culture and pedagogy has validity and strength. Of course, educators also need to be acutely aware of the diversity of Indigenous cultures in Australia and that there is not a monolithic sense of Aboriginal identity or Aboriginal pedagogy. Dispossession and alienation, poor health and few employment opportunities must also affect educational interest, attendance, application and performance. In this paper the characteristics of Indigenous learners are examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message conveyed in this paper has particular relevance for teaching mathematics to Aboriginal learners. It is also of considerable value in teaching mathematics to nonAboriginal students, in Australia and elsewhere.     

‘New mathematics’ and teaching

Inside the scientific world it is not always understood that the mood of mathematics, which is a product and a part of culture, can change with time. This is partly why many have been surprised by the coming of the so‐called new mathematics.

In the truly creative mathematical mind two opposite tendencies coexist: the logical and the imaginative. Apparently it seems that new mathematics can be reduced to a purely logical machinery. In fact it contains as much imaginative contributions as classical mathematics. But it is difficult to show simultaneously the logical sequence of propositions and the clumsy progression of research itself. Mathematical exposition does not always follow the ‘ most natural slopes’ of the mind. Unfamiliar presentations often give an impression of ‘ abstraction ‘, more familiar ones an impression of concreteness ‘.

So it appears that difficulties with new mathematics are mostly of psychological origin. Misuses of it can easily raise up intolerance reactions and emotional blocks. Perhaps insisting upon the fact that, here as elsewhere, it is important to be able to guess, to realize that intuition and imagination are essential, could help to make new mathematics better understood, more useful and more able to be considered as a unifing element among sciences.     

A Study of Highly Qualified Science Teachers' Career Trajectory in the Deep,Rural South: Examining a Link Between Deprofessionalization and Teacher Dissatisfaction

Science teacher retention, attrition, and migration continue to perplex educational scholars, political entities, as well as the general public. This study utilized an interpretive methodological design to generate assertions regarding career choice made by highly qualified science teachers in the deep, rural South through analysis of documents, interviews, focus groups, and observation. Generally considered “difficult to staff” because of location, socioeconomics, and demographics, Wilson County High School is an exemplar in science teacher retention and student achievement. Findings presented include how the science department at Wilson County improved student learning outcomes as well as the reasons why two of the highly qualified science teachers at this school were considering leaving the profession they love.     

基于集值统计的模糊神经网络专家系统及其应用

建立基于集值统计的模糊神经网络专家评审系统,并应用于科研项目评审工作,实际应用表明该系统是可行的。     

教育专业规划的一个定量分析问题

本依据教育专业规划的定量分析方法,讲述了规划一所中学的办学模型的数学手段,提出了需考虑的主要因素,介绍了这些因素的量化方法,所应用的数学模型。     

Statistical assertion: A more powerful method for debugging scientific applications

Traditional debuggers are of limited value for modern scientific codes that manipulate large complex data structures. Current parallel machines make this even more complicated, because the data structure may be distributed across processors, making it difficult to view/interpret and validate its contents. Therefore, many applications’ developers resort to placing validation code directly in the source program. This paper discusses a novel debug-time assertion, called a “Statistical Assertion”, that allows using extracted statistics instead of raw data to reason about large data structures, therefore help locating coding defects. In this paper, we present the design and implementation of an ‘extendable’ statistical-framework which executes the assertion in parallel by exploiting the underlying parallel system. We illustrate the debugging technique with a molecular dynamics simulation. The performance is evaluated on a 20,000 processor Cray XE6 to show that it is useful for real-time debugging.     

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of procedural and conceptual knowledge and examined individual differences in strategy shifts before and after transitions, enabling a more detailed examination of the hypothesized necessity of development through each level of a learning trajectory. The two experimental interventions focused on a dynamic conception of area measurement while also emphasizing unit concepts, such as unit identification, iteration, and composition. The findings confirm and extend earlier results that seeing a complete record of the structure of the 2D array—in the form of a drawing of organized rows and columns—supported children’s spatial structuring and performance.