“学习任务”背后的期待与实施要点

对学习任务型课堂进行观察与研究,提出“明确统整逻辑,聚焦任务元素”“优化情境设置,融联目标行动”“做足语文活动,充实语言实践”等实施要点,旨在完善学习任务型课堂的教学过程,让学生成为学习任务的真正责任主体,成为重构教与学关系的主动者、主力者,实现“教本位”到“学本位”的真正转变;也让学习的过程变成真正事件,用“做事”的理念引导学习,综合训练、多维训练学生应对未来生活所需要的语文能力。

“学习任务”背后的期待与实施的优化策略

学习任务型课堂期待学生成为学习任务的真正的责任主体,教师要退还课堂时空,让学生成为重构教与学关系的主动者,实现由“教本位”到“学本位”的真正转变;期待学习任务让学习的过程变成真正事件,用“做事”的理念引导学习,综合、多维训练学生应对未来生活所需要的语文能力。为了提升学习任务型课堂教学效果,在教学实施过程中需要三个优化策略:优化统整逻辑,任务元素要聚焦;优化情境创置,目标行动要呼应;优化语文活动,语言实践要充分。

情境主题统整下的元素化合物教学设计——以“碳酸钠和碳酸氢钠”教学为例

情境主题统整下的教学设计以高中化学课程标准为指导,从学生的兴趣出发,以真实情境作为课堂组织线索,对涉及的知识内容重新整合,以实现"确定主题、实现主题和升华主题"的教学方式。提出情境主题统整逻辑的四条融通线和思维发展的三个应用境,以"碳酸钠和碳酸氢钠"的教学为例,试图构建情境主题统整下的化学元素化合物教学设计的基本范式。

Investigations on control algorithm of steady-state cornering and control strategy for dynamical correction in a steer-by-wire system

To improve the handling performance of a steer-by-wire (SBW) vehicle, a series of control logics are proposed. Firstly, an algorithm for enhancing the maneuvering in steady-state cornering is presented. On this basis, two categories of control strategies are used to dynamically correct and compensate the transient state steering responses and vehicle behaviors. Simulator tests including subjective evaluations and virtual field tests are both conducted to make comprehensive investigations on the series of control logics. The subjective evaluations demonstrate that the SBW vehicle with a specifically selected value of steering sensitivity tends to be more desirable for driving than a conventional one in which a fixed steering ratio exists. The virtual field tests indicate that the control strategies for dynamical correction and compensation could effectively improve the handling per-formances of an SBW vehicle by reducing the work load of drivers, enhancing the track-holding performance, and improving steering response properties.