万维望远镜平台下基于ASSURE模式的天文教学研究

随着教学手段和教学方法的现代化,信息技术与课程整合正成为教育改革的研究热点。文章以万维望远镜(WWT)平台为教学媒体,以ASSURE模式为教学设计的理论依据,设计并构建用以指导天文教学准备、实施与评价的教学模式,并将该模式应用于“四季星空”的教学案例中,使用基于信息技术的互动分析编码系统和学生课程反馈调查对教学效果进行分析和评价。研究表明,万维望远镜的使用可以降低教师言语比率,改变传统天文教学中以讲授式为主的教学方式。它适合起点能力较高、对新知识和新技能掌握能力较强的学生,能提高其学习兴趣和积极性,激发其探索宇宙的兴趣,有助于培养学生的科学素养。     

由地面重力数据确定扰动位径向二阶梯度

提出利用地面重力异常数据计算地面扰动位径向二阶梯度，将该梯度的积分表达式转换为卷形式的谱表达式，便于应用ＦＦＴ／ＦＨＴ技术进行快速计算。     

云南天文台基本天体测量工作的发展

介绍了云南天文台天体测量工作的发展过程，论述了在空间时代地面光学基本天体测量的必要性和应具备的条件，并且叙述了在新的要求和条件下，地面光学基本天体测量工作应该发挥的作用和广阔的发展前景。     

描述地壳垂直运动过程的一种函数形式

本文在已有数据处理方法的基础上，利用近代数值逼近理论，给出了从时空域角度描述地壳垂直运动过程的一种具体的函数解析形式。最后给出了一个实际算例。     

The Geologic Time Scale and the Italian stratigraphic record

The construction of the Geologic Time Scale (GTS) is a titanic scientific challenge that has been under way for two centuries and will require much dedicated effort in the future. Italy preserves a paramount stratigraphic record of Mesozoic and Cenozoic marine sediments that have been significant in the development of the modern GTS. The Italian stratigraphic record has been histori-cally important in introducing and defining the standard Chronostratigraphic Units (CUs) of the Neogene and Quaternary. Pelagic successions from Northern Apen-nines and Southern Alps have been used in the seventies for integrating the late Cretaceous-Paleogene Geomag-netic Polarity Time Scale (GPTS) with planktonic microfossil biostratieraohv and standard CUs. This was a major contribution to the construction of a new gener-ation of GTS based on integrated magnetobiochronol-ogy. The middle Miocene to early Pleistocene marinerecord from Sicily and southern Italy has been funda-mental for establishing the recently developed Astro-nomical Time Scale (ATS). In prospect, there are many potentials still to be exploited in the Italian marine stratigraphic record for implementing the GTS by defin-ing GSSPs of various CUs, improving magneto-biochronology and extending downwards the ATS.     

显性语法知识传授中的发现原则

尽管语法在交际教学法鼎盛时期一度遭到冷遇，但现在又重新被英语语言教学所接纳，作为一种新的语法教学方式，发现原则综合了传统归纳发和演绎法的长处，概述了发现原则的理论依据，指出发现原则旨在鼓励学习者积极参与而非被动接受，符合当前认知主义对二语学习的认识。