化学中考试题与课程标准一致性研究*——以聊城市化学中考试题为例

通过利用SEC“一致性”分析工具对聊城市2016-2018年化学中考试题与《义务教育化学课程标准(2011年版)》的一致性进行分析,得出2016-2018年的聊城市化学中考试题与课程标准不具有统计学意义上的一致性。在内容主题及认知层次分布上,3个年份的试题与课程标准均存在着明显的差异。     

近代癸卯学制中的化学教育*

癸卯学制作为我国历史上第一个颁布并施行的学制,规定了格致(化学)科的课程、要义、教科书、教学方法、教员与学生,创立了我国近代化学教育课程体系,并首开教育分科制的先河,对我国的化学教育事业的发展起到了奠基的作用。     

大学无机化学与高中化学知识衔接——以原子结构与元素周期表为例

原子结构理论是高中化学和大学无机化学的重要组成部分和学习难点,教学过程中如何较好地衔接高中阶段知识与大学无机化学课程尤为重要。本文以原子结构和元素周期表知识点为例,以2019版高中人教版教材和北师大版的无机化学教材内容讨论高中化学知识与大学化学知识的衔接问题,依据作者的教学实践提出若干建议,为大学无机化学原子结构与元素周期表知识点的教学提供参考,同时帮助大一学生顺利完成知识的衔接过渡和培养学生独立思考、自主学习的能力。     

新课标体系下高中数学对大学工科数学教学产生的问题分析及对策探索

大学工科数学的部分基础内容下移于高中数学,高中数学中原有的基础内容又有所删减,大学工科数学的教材内容并没有因此而调整.所以,新课标体系下的高中数学教学对大学工科数学教学产生了深刻的影响.本文分析了大学工科数学教学面临的问题,在此基础上,结合作者多年的教学实践,探索性的提出了解决问题的对策.     

Radon survey and soil gamma doses in primary schools of Batman,Turkey

A survey was conducted to evaluate levels of indoor radon and gamma doses in 42 primary schools located in Batman, southeastern Anatolia, Turkey. Indoor radon measurements were carried out using CR-39 solid-state nuclear track detector-based radon dosimeters. The overall mean annual ²²²Rn activity in the surveyed area was found to be 49 Bq m^?3 (equivalent to an annual effective dose of 0.25 mSv). However, in one of the districts (Besiri) the maximum radon value turned out to be 307 Bq m^?3. The estimated annual effective doses are less than the recommended action level (3–10 mSv). It is found that the radon concentration decreases with increasing floor number. The concentrations of natural and artificial radioisotopes were determined using gamma-ray spectroscopy for soil samples collected in close vicinity of the studied schools. The mean gamma activity concentrations in the soil samples were 31, 25, 329 and 12 Bq kg^?1 for ²²⁶Ra, ²³²Th, ⁴⁰K and ¹³⁷Cs, respectively. The radiological parameters such as the absorbed dose rate in air and the annual effective dose equivalent were calculated. These radiological parameters were evaluated and compared with the internationally recommended values.     

关于《线性代数》教学改革的一些思考

<线性代数>教学改革一直备受关注.本文从三个方面对教学内容改革进行研究.首先,分析了各章节之间的联系,从工程实践本质上明确本课程的教学主线;其次,重新编排了教学内容,突出了教学主线意识,成功解决了矩阵求逆的初等变换法的位置滞后问题;最后,对向量组的线性相关性教学内容的改革进行了探索.该工作确保了理论教学体系,合理减少了...     

关于斐波那契数列倒数的无限和

In this paper,we consider infinite sums of the reciprocals of the Fibonacci numbers.Then applying the floor function to the reciprocals of this sums,we obtain a new identity involving the Fibonacci numbers.     

The impacts of environmental noise on the academic achievements of secondary school students in Greater London

Previous studies on the detrimental impact of chronic external noise upon the academic performance of school children were normally based on sampled school sites, and the results were often limited to a specific range of areas. The aim of this paper is to investigate the relationships between environmental noise levels of secondary schools in Greater London and a set of academic achievement factors, and also, to determine the noise exposure of secondary schools. Four academic achievement indicators were considered and five noise indicators were obtained after processing noise map data. It has been shown that the environmental noise levels of secondary schools in Greater London have almost no significant relationships with those academic achievement indicators. As expected, the secondary schools in Inner London are noisier than those in Outer London. The average difference is calculated as 2 dBA.     

论大学物理热学部分与中学物理的有效衔接

通过两份文件《普通高中物理课程标准(实验)》与《非物理类理工学科大学物理课程教学基本要求》的对比性研究,对高中与大学两个阶段热学部分教学内容的衔接作了详细探讨,并给出了大学物理热学部分知识点处理的建议.     

The Influence of Science Summer Camp on African‐American High School Students' Career Choices

This study explored if a weeklong science camp changed Louisiana African‐American high school students' perception of science. A semi‐structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African‐American high school students that can change attitudes toward career choices in science‐related fields.