| 对中小学课程难度灰色模型GMg(1, 1)的探索 |
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| 引用本文： | 黄甫全. 对中小学课程难度灰色模型GMg(1, 1)的探索[J]. 系统工程理论与实践, 1995, 15(10): 63-70. DOI: 10.12011/1000-6788(1995)10-63 |
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| 作者姓名： | 黄甫全 |
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| 作者单位： | 华南师范大学教育系 |
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| 摘 要： | 本文依据课程难度的标准是学生发展的动态水平的原理, 首先验证了儿童青少年的心理发展与大脑发育之间存在异步正相关规律, 而且相关程度极高, 然后以儿童脑电频率数据作为心理发展的映射量建立起了由低值模型、均值模型和高值模型组成的中小学课程难度的灰色模型体系。
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| 关 键 词： | 学校教育 课程难度 灰色系统 模型 |
| 收稿时间： | 1994-07-06 |
Curriculum Difficulty: Its Grey Models[GMg(1,1)] |
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| Huang Fuquan. Curriculum Difficulty: Its Grey Models[GMg(1,1)][J]. Systems Engineering —Theory & Practice, 1995, 15(10): 63-70. DOI: 10.12011/1000-6788(1995)10-63 |
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| Authors: | Huang Fuquan |
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| Affiliation: | Educational Dept. of South China Normal University, Guangzhou 510631 |
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| Abstract: | In the paper , after having testified the asynchronous positive correlation law and the significant correlation between the psychological de-velopment and the brain growth of the child & adolescent; author sets up the grey models [GMg(1,1)]of the primary & secondary school curriculum diffi-culty with eletroencephalogram(EEG)data that expresses the brain growth course and is taken as the mapping magnitude of the psychological develop- ment. The grey models consist of(1) the low-value model,(2)the average-vahie model and(3) the high-value model. |
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| Keywords: | schooling curriculum difficulty grey system models |
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