排序方式： 共有16条查询结果，搜索用时 15 毫秒
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叙述了山西省科技成果管理的现状,指出科技成果管理是一项重要的系统工程,直接关系到广大科技人员的积极性和创造性,对促进科学技术进步起着重要的作用,针对山西省地震局科技成果管理的不尽完善之处,提出了提高科技成果管理工作的几点建议。 相似文献
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铅锌矿床Rb-Sr定年研究综 总被引：10，自引：0，他引：10
本文在总结Rb-Sr等时线定年的基本前提和矿床Rb-Sr等时线定年存在的问题的基础上,综述了铅锌矿床流体包裹体和闪锌矿Rb-Sr等时线定年的研究进展,同时对该定年方法存在的问题进行了简要评述。综合分析表明,Rb-Sr等时线定年(尤其是闪锌矿Rb-Sr等时线定年)为铅锌矿床较理想的直接定年方法,但该定年方法还存在许多理论和技术问题,有待深入研究;铅锌矿床Rb-Sr等时线定年应以深入细致的地质、地球化学研究为基础,定年过程中必须严慎对待样品采集、样品挑选、流体包裹体溶液提取和质谱分析等各个环节。 相似文献
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林超是著名的中国当代地理学家,他在长达60多年的地理科学研究和教学生涯中,博学精思,成果累累。本文从地理学理沦、地理学方法论、综合自然地理学、中国地理学史、地理教育、中外地理学交流、治学之道等方面,概括了他的学术思想和学术成就。 相似文献
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总结了近30 年来遥感地质的工作成就,分析了遥感技术的发展趋势,阐述了遥感技术在国土调查、规划、地质矿产勘查、环境地质和工程勘测以及灾害监测等领域应用的巨大技术潜力和广阔前景,指出了遥感在地球科学、国土环境科学理论研究中的作用。 相似文献
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In the context of the current review of New Zealand's National Certificate of Educational Achievement (NCEA), the paper reflects on the nature and relevance of geography in education, life and work. The context of school geography programmes is critically examined, and a checklist of points for further consideration and action is presented. 相似文献
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Murray Fastier 《New Zealand geographer》2009,65(2):147-153
The National Certificate of Educational Achievement (NCEA), introduced early this decade, is the national qualification for New Zealand senior secondary school students. Commencing with Level 1 in 2002, the implementation of NCEA represented a marked change from previous norm-referenced-based qualifications and required a considerable paradigm shift in teacher assessment practice. During the transition period, learner needs often took second place to assessment in geography classrooms. This paper identifies the practices that Year 11 geography teachers used post NCEA implementation to manage assessment practice more effectively and to address the perceived over-emphasis on assessment. 相似文献
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Murray Fastier 《New Zealand geographer》2007,63(3):216-223
Abstract: The National Certificate of Educational Achievement (NCEA) is the recently introduced national qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a marked change from the previous norm-reference based qualifications. Introduced in 2002, commencing with Level 1, NCEA involved a considerable paradigm shift in assessment practice for teachers. This paper focuses on teachers' perceptions regarding the process of implementing the Level 1 geography NCEA achievement standards. It highlights the initial challenges faced, factors considered to assist and hinder the implementation change process and the lessons learnt. 相似文献