减水剂类型对赤泥—矿渣基地聚物注浆材料性能的影响及机理研究

针对赤泥等固体废弃物对环境危害性大且利用率低等问题,以碱激发赤泥-矿渣基地聚物注浆材料为 研究对象,研究了不同掺量的聚羧酸(PA)减水剂、醛酮缩合物(AKC)减水剂和萘系(N)减水剂对材料凝结时间、流动 性及强度等的影响,并通过 XRD、傅里叶红外光谱及 SEM 等设备对减水剂的作用机理进行研究。 结果表明:减水剂增 强了材料的流动性但降低了材料的剪切应力;N 和 PA 减水剂能缩短材料的凝结时间,但 AKC 减水剂会延长材料的凝 结时间;N 和 AKC 减水剂能提高材料的强度,但 PA 减水剂会降低材料的强度;N 减水剂对材料的综合性能提升效果 更加明显,其最优掺量为 0. 7%;减水剂对赤泥-矿渣基地聚物性能提升的作用机理主要是促进地聚合物凝胶的形成。 研究成果为拓展赤泥在工程上的使用途径和效率提供了理论指导。     

中国废钢资源发展战略研究

 为提高中国钢铁工业的废钢比,推动钢铁工业的绿色发展,分析了中国废钢资源的概况、废钢行业技术发展现状和钢铁工业废钢利用的现状,并对中国未来废钢资源量进行预测。在此基础上,针对中国废钢资源的发展提出了3条战略判断和6条政策建议。     

基于学科竞赛的中医药类院校程序设计课程教学模式的探索

高素质人才培养是我国可持续发展战略、科教兴国战略以及人才强国战略等多项发展战略的一项基础性工程。本文针对中医药类院校程序设计类课程实践教学模式单一等教学实际，以“学科竞赛”为平台，“赛教结合”为理念，以《C语言程序设计》为例，从现存问题、赛教结合模式的引入、建立实施及其评价机制4个方面展开阐述，旨在提高学生学习积极性和能力。     

以 提高实践能力为目标的数据结构课程教学改革探索

This paper analyzes the problems existing in the teaching of data structure course, and puts forward the reform from the as- pects of strengthening basic programming, visualized explanation of abstract theory, combination of C++, Java programming, ratio- nal use of online platform, and stratification of exercises, aiming at improving students' practical ability, learning interest and self- confidence.     

“任务驱动”教学法在可编程控制器课程教学中的实践与分析

以可编程控制器课程为例,介绍"任务驱动"教学法在教学过程中的具体应用,并探讨了实施过程中存在的问题与解决方法。     

Teaching and Learning Electrochemistry

Numerous conceptual difficulties and misconceptions have been reported in the science and chemistry education literature about electrochemistry concepts such as electrolytes, redox equations, and about electrochemical (galvanic and electrolytic) cells. Other studies have considered teaching approaches aimed at improving learning and at overcoming misconceptions. This paper reviews these studies and considers strategies and approaches for the effective teaching of electrochemistry. Then, the review focuses on problem solving in equilibrium electrochemistry, especially problems involving the Nernst equation. The main findings of four studies with Greek university chemistry students, dealing with: (i) algorithmic problem‐solving ability; (ii) practice on problem solving; (iii) the effect of the format of a problem; and (iv) the construction and evaluation of a website devoted to electrochemistry problem solving, are reported.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

Epos – an instrument for the assessment of the ethical position in software development

Digital technology becomes more powerful, intelligent, pervasive and ubiquitous. Ethical aspects of this development have not yet drawn the appropriate attention of researchers and engineers. This paper presents an instrument that aims at measuring the individual ethical position with regard to the design and development of computer software. The development of the Epos tool was based on two data collections. The data of the first survey (n₁ = 147 participants) were used to select items and to determine the factorial structure of the questionnaire. Results show that the Epos instrument reliably assesses peoples’ ethical opinion with respect to five central components: (1) regulation, (2) data privacy, (3) domain specific knowledge, (4) societal responsibility and (5) company responsibility. In the second survey, we determined the stability of the instruments factor structure by assessing a sample of n₂?=?196 participants. A confirmatory factor analysis (CFA) supported the initial factor structure. Next steps and further implications are discussed regarding the final version of the questionnaire.     

土木工程施工课程线上平台教学实践

土木工程施工课程作为土木工程及工程管理专业的学科基础课和核心专业课程,在疫情防控期间"停课不停教""停课不停学"的要求下,通过线上平台进行授课。由于土木工程施工课程内容庞杂、综合性强、实践性强,且章节之间关联性较弱,探究既能使学生快速适应,又能保证教学质量的在线教学方法至关重要。以华南某高校土木工程施工课程为例,基于中国大学MOOC、建筑云课、腾讯课堂、QQ群等线上平台讲授教学内容,并运用问卷调查对课程线上教学效果进行评价。结果表明,线上教学为学生提供了丰富灵活的学习方式,显著提高了学生的自主学习能力,扩大了学生的知识面,达到了较好的学习效果。