高炉喷吹混合煤的燃烧特性及动力学分析

利用热重分析天平,研究非等温燃烧条件下无烟煤、贫煤与高挥发分烟煤的混合煤试样的燃烧特性及其反应动力学参数。考察了不同配比混合煤试样的挥发分初析温度、着火温度、最大燃烧速率和燃尽特性等燃烧特征参数,求出了反应的动力学参数活化能Ea和指前因子A。研究结果表明：随着烟煤配入量的增加,混合煤的挥发分初析温度、着火温度和燃尽温度...     

Research on Blended Teaching Based on "MOOC + SPOC + multimodal classroom"

Combined with China's educational reality and the vigorous development of MOOC and SPOC, this paper discusses the connotation and mode of blended teaching based on "MOOC + SPOC + multimodal classroom", and puts forward that blended teaching is the deep integration of "teaching" as the center and "learning" as the center. The classroom form of blended teaching is various and rich, which is defined as multimodal classroom, and the common forms of multimodal classroom are given. This paper summarizes the specific problems encountered in the implementation of blended teaching, and gives the solutions. Based on Bloom's cognitive model and Dewey's "learning by doing" theory, the scheme takes cumulative assessment as the starting point, makes full use of intelligent teaching tools such as rain classroom and mobile cloud classroom, and pays more attention to the agility of teaching and the coordination inside and outside the classroom. Through practice, the teaching efficiency and effect are improved obviously.     

The effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanian learners of English as a foreign language

This study investigates the effect of blended learning on the development of clause combining as an aspect of the acquisition of written discourse by Jordanians who are learning English as a foreign language. Sixty participants majoring in English language at the University of Jordan took part in this study. The participants were divided into treatment and control groups, and the experimental design of a pretest and posttest was employed to test the effectiveness of blended learning on the ability of these participants to combine clauses in English using parataxis or subordination through a writing task. The results reveal that the treatment group outperformed their control group counterpart on the posttest in terms of verb morphology, distinguishing between nucleus and subordinate clauses, use of parataxis, use of subordinate clauses for temporal reference and to structure information, among others. The results also show that the use of technological devices improved students' attitudes to learning clause combining and made the learning process easier and more enjoyable. We suggest that blended learning develops the techniques of clause combining by learners of English as a foreign language, which in turn enhances their discourse knowledge in the target language and positively affects their ability to package information.     

Factors that influence the development and performance of academic oral presentations using a blended learning environment

This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content.     

Effect of blended learning environment on transfer of learning: an experimental study

The main purpose of the study is to investigate the effect of the blended learning and face‐to‐face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre‐ and post‐test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre‐service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face‐to‐face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face‐to‐face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.     

基于混合式教学的高职英语评价方式研究

混合式教学模式将现代化技术与传统教学相融合,将两者优点发挥得淋漓尽致,最主要的原因就是利用现代化信息技术激发传统教学的新活力,推动教育的新发展。高职英语线上线下混合式教学的出现提升学习效率,提高教学质量,其量化表达方式为基于混合式教学的高职英语评价方式,这种评价将线上量化与线下量化进行完美融合,不仅关注学生的学习结果(终结性评价),更能动态追踪学生的学习过程(过程性评价),对其进行记录和量化,使高职英语教学评价更客观、更全面、更科学,真正发挥"评价指挥棒"的作用,以评促教、以评促学。     

面向思维培养的大学计算机基础课程教学改革研究

大学计算机基础课程教学是培养当代大学生创新能力和综合素质的重要环节。文章分析了当前大学计算机基础课程教学的新形势和计算思维培养的必要性,明确了面向思维培养的大学计算机基础课程的教学目标,依据思维培养的方法和大学计算机基础课程的特点,利用思维导图优化课堂的教学设计和教学过程,结合SAKAI网络教学平台辅助探究式和协作式学习,提出了一种面向思维培养的大学计算机基础课程混合式教学模式。     

Predicting student performance in a blended MOOC

Predicting student performance is a major tool in learning analytics. This study aims to identify how different measures of massive open online course (MOOC) data can be used to identify points of improvement in MOOCs. In the context of MOOCs, student performance is often defined as course completion. However, students could have other learning objectives than MOOC completion. Therefore, we define student performance as obtaining personal learning objective(s). This study examines a subsample of students in a graduate‐level blended MOOC who shared on‐campus course completion as a learning objective. Aggregated activity frequencies, specific course item frequencies, and order of activities were analysed to predict student performance using correlations, multiple regressions, and process mining. All aggregated MOOC activity frequencies related positively to on‐campus exam grade. However, this relation is less clear when controlling for past performance. In total, 65% of the specific course items showed significant correlations with final exam grade. Students who passed the course spread their learning over more days compared with students who failed. Little difference was found in the order of activities within the MOOC between students who passed and who failed. The results are combined with course evaluations to identify points of improvement within the MOOC.     

水洗工艺对PVA/PEDOT∶PSS共混纤维性能的影响

将PVA溶于DMSO中,制备完全溶解的PVA/DMSO溶液。将PVA/DMSO溶液与PEDOT∶PSS水分散液共混,制得混合均匀的PVA/DMSO/PEDOT∶PSS共混纺丝液。通过湿法纺丝方法将共混纺丝液挤入甲醇凝固浴以凝固成纤,随后凝固定型的纤维经过不同个数的水洗槽进行水洗而制得不同组别的PVA/PEDOT∶PSS共混纤维。探究了水洗次数对PVA/PEDOT∶PSS共混纤维性能的影响。借助扫描电子显微镜(SEM),红外光谱分析仪(FT-IR),高阻计和电子单纤维强力仪对共混纤维进行测试表征。结果表明:随着水洗次数的增加,纤维表面形貌逐渐变好,表面沟槽和凹陷数量减少,表面变得更加光滑;纤维的电导率逐渐增加;拉伸强度逐渐升高,断裂伸长率逐渐降低。     

纱条混纺比与电容式条干均匀度仪测试结果关系的探讨

根据纱条在电容传感器中的实际情况，提出了充满度很小时纤维和空气组成并联介质的分析方法，建立了电容与纱条混纺比之间的线性关系。由于各种纤维的介电常数并不相等，在测试含水率差异较大的纤维形成的混纺纱时，混和不匀的存在将使测试不匀率数值较纱条实际不匀为大。