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1.
随着计算机网络技术的发展,远程教学系统的结构发生了重大的变化,逐步由原来的客户机/服务器(C/S)结构转变为基于Internet的浏览器/服务器(B/S)结构。本文提出了基于CORBA技术的B/S结构系统模型。分析了其运行过程,并与传统的结构进行了比较,指明了其优越性。在本文的结尾。指出了使用这种技术的一个具体例子。 相似文献
2.
剑桥中学证书国际物理实验考试介绍 总被引:2,自引:1,他引:1
介绍了剑桥大学地方考试联合会制定的普通水平学校证书国际考虑大纲对高中学生物理实验技能的要求。分析了剑桥国际物理实验考试和实验试题的特点。 相似文献
3.
Joshua Vaughan Joel Fortgang William Singhose Jeffrey Donnell Thomas Kurfess 《Mechatronics》2008,18(4):179-186
It is commonly accepted that hands-on experiences increase both learning and enjoyment during coursework. Mechatronics projects provide both interesting and relevant hands-on experiences for a wide range of topics including design processes, basic mechatronics concepts, technical communication, and working in a group environment. ME2110: Creative Decisions and Design at Georgia Tech integrates mechatronics and technical communication into a sophomore level mechanical design class. This paper describes the course in detail, highlighting the course goals and layout, tools provided to the students, industry involvement, and the main challenges of administering such a course. 相似文献
4.
严陆光 《电气电子教学学报》2003,25(5):1-4
结合自身的学习、工作经历,与研究生畅谈如何学会“做人、做事、做学问”。 相似文献
5.
Karen Marrongelle 《The Journal of Mathematical Behavior》2007,26(3):211-229
The purpose of this paper is to present evidence supporting the conjecture that graphs and gestures may function in different capacities depending on whether they are used to develop an algorithm or whether they extend or apply a previously developed algorithm in a new context. I illustrate these ideas using an example from undergraduate differential equations in which students move through a sequence of Realistic Mathematics Education (RME)-inspired instructional materials to create the Euler method algorithm for approximating solutions to differential equations. The function of graphs and gestures in the creation and subsequent use of the Euler method algorithm is explored. If students’ primary goal was algorithmatizing ‘from scratch’, they used imagery of graphing and gesturing as a tool for reasoning. However if students’ primary goal was to make predictions in a new context, they used their previously developed Euler algorithm to reason and used graphs and gestures to clarify their ideas. 相似文献
6.
Bram van Asch Henk Hollmann Henk van Tilborg 《Journal of Combinatorial Theory, Series A》2006,113(8):1594-1613
When Jack van Lint was appointed as full professor at the Eindhoven University of Technology at the age of 26 he combined a PhD in number theory with a very open scientific mind. It took a sabbatical visit to Bell Laboratories in 1966 to make him understand that a new and fascinating field of applied mathematics was emerging: discrete mathematics. It fascinated and inspired him for the rest of his life. When he passed away on September 28, 2004, he left behind a legacy of 18 books and 177 articles, covering many aspects of coding theory, combinatorics, and finite geometry.van Lint was also a strong international advocate of the role that discrete mathematics ought to play in modern applied mathematics curricula. Quite a few departments sought his advice. Years later, four different universities showed their appreciation by awarding him an honorary degree.This overview is an homage to van Lint's academic achievements and can serve as an introduction to his work for younger generations. 相似文献
7.
文章回顾20年来国内外调幅广播在调制制式,射频放大系统以及包括单边带,浮动载波和调幅多工等多种功能的发展状况。同时对今后调幅广播技术发展方向发表了几点看法。 相似文献
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