基于真实情境的初中化学微项目教学实践与反思*——以“溶液的形成”为例

以“溶液的形成”为例进行微项目教学实践,选择学生熟悉的护手霜为主题情境,巧妙设计了“原料分散”“微观探秘”“辨识活动”“对比实验”“感知乳化”等系列微项目活动,通过情境不断地设置认知冲突,引导学生反思、修正并最终形成更完善的概念,在环环相扣的探究活动中使学生自主建构结构化的知识。通过制作“护手霜”将“溶解”和“乳化”串联,感知溶液,感受乳化,感悟人与自然、社会的和谐、可持续发展。     

Positioning of new brands in an experiment

This paper deals with an experimental investigation of positioning new brands. For this purpose, a management game was carried out with students. The brands introduced in the cause of the game were analysed in respect to their positions in a two-dimensional feature space. We try to find out which of the two strategies, niche policy and imitation, is more frequently used in complex decision situations and if there is a difference in profits. Furthermore, we want to find out, whether differences of prices and advertising exist in our experiment depending on the positioning strategy used.     

博弈论在通信对抗态势预测中的应用

本文首先提出了基于博弈论预测电磁态势演变的基本构想,设置了通信对抗的场景并构建了相应的数学模型.其次,分析了通信对抗电磁态势生成流程,最后结合一定的作战背景进行了仿真实验,基于双方博弈的原则预测了通信对抗态势的演变.仿真结果与理论分析相符,该研究成果已在多个作战仿真系统中得到了成功应用.     

浙江省海岛土地资源开发利用探讨

浙江省是全国岛屿最多的省份，海岛为全省实现“海洋经济大省”起着重要作用。本文在分析浙江省海岛土地利用现状及其特点的基础上，指出开发利用中存在的主要问题，提出了合理开发利用的战略对策。     

普通物理实验教学改革的几点建议

普通物理实验教学是大学物理教学的重要组成部分。针对普通物理实验教学的现状,就其相关的教学内容、教学方法、师资队伍建设、实验室建设和管理等存在的问题,提出相应的解决思路。     

霍尔元件线度对磁场测量影响的研究

在原有霍尔效应原理的基础上,利用微积分的基本方法和相关的物理知识推导非均匀磁场中利用霍尔效应测量磁场的理论公式,并结合该公式理论解释实验中对于霍尔元件线度的要求,以及说明非均匀磁场的测量对霍尔元件线度的要求,从而说明实验中经常遇到的一类问题——平均值问题。     

灾情巡视问题的蚁群两目标优化算法研究

分析目前灾情巡视问题求解方法存在的缺陷,归纳出灾情巡视问题两目标优化模型.针对灾情巡视问题模型特点,引入蚁群算法和多目标优化理论,提出两个灾情巡视问题的蚁群两目标优化算法:算法1将灾情巡视问题的道路网络转化为完全图,增加m-1个(m为巡视组数)虚拟巡视起点,将灾情巡视两目标优化问题转化为单旅行商两目标优化问题,然后使用蚁群算法和多目标优化理论进行迭代求解.算法2使用一只蚂蚁寻找一个子回路,m个子回路构成一个灾情巡视可行方案,采用罚函数法和多目标优化理论构建增广两目标优化评价函数,使用g组,共g×m只蚂蚁共同协作来发现灾情巡视问题的最优解.算法特点:①算法1将灾情巡视两目标优化问题转化为单旅行商两目标优化问题,可以充分利用已有蚁群算法求解单旅行商问题的研究成果;②两个算法引入蚁群算法,提高了算法效率;③两个算法克服目前灾情巡视问题的求解方法不严密性缺陷;④两目标优化算法可以为用户提供多个满足约束条件的Pareto组合解,扩大了用户选择范围,增强了算法的适用性.算法测试表明:灾情巡视问题的蚁群两目标优化算法是完全可行和有效的.     

A combinatorial theory of minimal social situations

A minimal social situation is a game‐like situation in which there are two actors, each of them has two possible actions, and both evaluate the outcomes of their joint actions in terms of two categories (say, ‘success’ and ‘failure'). By fixing actors and actions and varying ‘payoffs’ the set of 256 ‘configurations’ is obtained. This set decomposes into 43 ‘structural forms’, or equivalence classes with respect to the relation of isomorphism defined on it. This main theorem and other results concerning related configurations (minimal decision situations) are derived in this paper by means of certain tools of group theory. Some extensions to larger structures are proved in the Appendix. In the introductory section after a brief explanation of the meaning given to the terms ‘structure’ and ‘isomorphism’ in mathematics (Bourbaki) it is shown how these terms can be used to formalize the concept of ‘social form’.     

A didactical situation for the enhancement of meta-analogical awareness

The aim of this study was to propose a didactical situation for the confrontation of the epistemological obstacle of linearity (routine proportionality) and consequently for the enhancement of meta-analogical awareness. Errors caused by students’ spontaneous tendency to apply linear functions in various situations are strong, persistent and do not disappear with traditional instruction. The effects of a didactical situation on the way students perceive and handle proportional and non-proportional relations were examined. The situation consisted of four parts which referred to the situations of action, formulation, validation and institutionalisation and was presented as a game to four twelve-year students of different abilities. The results showed the potential of the application of a didactical situation towards enhancing students’ meta-analogical awareness and therefore their ability to discern and handle linear and non-proportional relations.     

基于真实情境开展化学学科核心素养为本的教学案例

从《普通高中化学课程标准（2017年版）》的教学标准和考试大纲化学部分的考查标准出发,探讨素养为本的教学和学业评价中真实情境对教、学、考有机衔接的促进作用。通过基于真实情境的不同类型的主题教学实践案例,阐述认知台阶搭建、主题研究任务开发、教材内容整合、情境化单元课程建设与社会生活、生产实践、科技研究、实验探究的有效链接,为学生创设驱动性任务,在实际问题解决过程中构建联系性、发展性的知识框架和认知模型的教学设计策略,呈现素养为本的教学案例。