陈伟露3140102402——从Monty Hall problem引出的思考
解决问题的思维 (V-up)
1. 2. 3. 4. 5. 6.
V-up活动是以提高公司的业绩为目的,最大限度地利用时间和资源的活动。 跨职能团队寻找解决方案,创造价值,使V-up成为日产利润持续增长的动力。 开展V-up活动是挖掘人的潜力,找到解决公司可持续发展问题的对策。 开展V-up活动是体现大家工作积极性的最好例证。 V-up与日产及其合作伙伴的核心目标是一致的。 V-up采用跨职能团队的方式,集中优秀人才,通过深刻的分析和创新的见 解,来解决特定的课题。 7. V-up活动还将持续开展下去,其道理很清楚。那是因为V-up能够定量描述 成果。
V-FAST
要解决的课题
与业绩直接相关 1 的课题 致力于对于实现日产事业 计划有贡献的、重要且紧 急的课题。 另外,能够定量地测定效 果也很重要。 ・日产Value-up课题 ・公司/部门的重要课题 ・日常管理的课题
DECIDE
・日产Value-up课题 ・公司/部门的重要 课题
谁来解决课题
是跨部门、岗位、 2 阶层、公司的小组 来解决课题
把实现课题当作必达目标,在小组内快速解决问题的流程。 取各个阶段的第一个字母简称为DECIDE。
Define and Estimate 定义课题与
评价预想效果
Create a team 成立小组
Improve/Innovate 制定改善/革新方案
I-3 I-1 I-2 制定与试运行 把握现状 解析要因 方案
什么是V-FAST?
V-FAST: Value-up FAst Solution Team
通过跨职能团队活动,快速解决问题,提高工作效率, 为提升公司业绩做出贡献。
特征
• 把有关人员以小组的形式集中讨论,利用1~2天时间对问题现状把握、 分析原因、找出方策、并向领导提出改善方案。 • 集中讨论过程中,领导对所有方策做出GO 或NOT GO 的决定。
八年级下ModuleProblemsUnit教案
八年级下M o d u l e P r o b l e m s U ni t教案Document number【980KGB-6898YT-769T8CB-246UT-18GG08】八年级下 Module5 ProblemsUnit1 If she goes to a different school, I won’t see my best friend.做课教师:余文华工作单位:东丽区大毕庄中学指导老师:门红菊2010年4 月15日Module ProblemsUnit 1 If she goes to a different school, I won’t see my best friend.模块教学内容分析:本模块以“问题”为话题,围绕这这一主题,通过不同形式呈现并讨论一些与学生们生活学习密切相关的话题,以及这个年龄段的学生可能遇到的一些烦恼。
第一单元Unite 1,在听力训练中,以Tony父母争论他的“拉小提琴的问题”展开听力训练任务,在长对话中,Kylie遇到了问题,Sally设法帮助她解决。
由于听力、对话的内容与学生密切相关,所以学生会有兴趣深入学习,从而达到语言训练的目的。
Teaching Content :Vocabulary and Pronunciation;Listening andSpeakingTeaching Aims and Demands:1. Language KnowledgeKey vocabulary and phrases:chance, able, beat, shame, pity, refuse, warn, solo, rather,final, practice, punish, such, exam, be able to, all together,at the end ofKey structure:If she goes to a different school, I won’t see my best friend. (重点)2. Listening skill:To understand conversation of solving problems. (难点)3. Speaking skill:To talk about problems, using the second conditional clause.Improve the students’ speaking ability.4. Affection and attitudes:Share opinions with the others.Learning strategies:Bottom –up approach and listening to the tape and do some exercises. Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Rather you than me….。
英语专业学生写作中隐喻思维的培养
英语 专业 学 生写作 中隐喻 思维 的培 养
田 敏, 陈文慧 , 林德福 , 李海虹
( 昆明学院外国语学 院, 昆明 6 0 1 ) 5 2 4
摘 要 : 对英语专 业的学生来说 , 写作 中输入 隐喻 的概念是帮助 学生提 高写作 质量 , 克服写作 中问题 的方法之一。 帮助 学生建 立隐喻恩维 , 要 就要从认知概念上 着手并加 以实践训练 , 才能增加学生对于这
万万没想到用理科思维理解世界的观后感
万万没想到用理科思维理解世界的观后感English VersionWhen it comes to understanding the world, most people tend to rely on their social sciences knowledge, such as history, sociology, or psychology. However, after watching the documentary "A Beautiful Mind," I was inspired to approach the world from a different perspective - using a scientific mindset.The film follows the life of John Nash, a brilliant mathematician who struggled with schizophrenia. Despite his mental illness, Nash was able to make groundbreaking contributions to the field of game theory. As I watched Nash navigate his way through complex mathematical problems, I couldn't help but marvel at the power of logic and reason.As a student of the social sciences, I have always been fascinated by human behavior and societal structures. But "A Beautiful Mind" made me realize the importance of incorporating scientific thinking into my worldview. By approaching problems with a rational and analytical mindset, I can better understand the complexities of the world around me.In conclusion, "A Beautiful Mind" has taught me that the world is not always as it seems. By using the principles of science and mathematics, we can uncover hidden patterns and connections that may have eluded us before. It is through this lens of logic and reason that we can truly begin to unravel the mysteries of the universe.万万没想到用理科思维理解世界的观后感当谈到理解世界时,大多数人倾向于依赖他们的社会科学知识,比如历史、社会学或心理学。
内蒙古2019开拓杯英语作文大赛结果
内蒙古2019开拓杯英语作文大赛结果全文共6篇示例,供读者参考篇1Title: Exciting News from Inner Mongolia 2019 English Writing CompetitionHey everyone! I have some super exciting news to share with you all! The results of the Inner Mongolia 2019 Pioneer Cup English Writing Competition are finally out! And let me tell you, it was a tough competition this year!First of all, I want to give a big shoutout to all the participants who worked so hard on their essays. You guys are all super talented and amazing writers! Give yourselves a big pat on the back!Now, onto the winners! In the primary school category, the first prize went to Lily from Sunflower Primary School. Her essay was all about her dream of becoming a scientist and it was just so inspiring! The second prize went to Tommy from Bright Star Elementary School, who wrote a funny and heartwarming story about his pet dog. And last but not least, the third prize went toJenny from Rainbow Elementary School for her beautiful poem about nature.In the junior high school category, the first prize winner was Jason from Blue Sky Middle School. His essay about overcoming challenges was so moving and powerful. The second prize went to Sarah from Golden Bridge Junior High, who wrote a suspenseful mystery story that had us all on the edge of our seats. And finally, the third prize went to Andy from Silver Moon Middle School for his essay on the importance of friendship.I am so proud of all the winners and all the participants! You guys are all winners in my book! Keep writing and dreaming big, because the world is yours to conquer! Congratulations to everyone once again! See you all at next year's competition!篇2The Results of Inner Mongolia 2019 Exploration Cup English Writing CompetitionHi everyone! I am so excited to share with you the results of the Inner Mongolia 2019 Exploration Cup English Writing Competition. It was such a fun and challenging experience for all of us, and I am so proud of my friends for their hard work and creativity.First of all, let me tell you about the competition. We had to write an essay on the topic of "My Dream". It was a tough topic, but we all tried our best to come up with interesting and imaginative ideas.After weeks of brainstorming, writing, and editing, we finally submitted our essays to the judges. And then came thenerve-wracking part – waiting for the results.But guess what? Our hard work paid off! The winners of the competition were announced, and I am proud to say that my friend Lily won first place with her amazing essay about becoming a scientist and creating a cure for cancer. It was so inspiring!Second place went to Tom, who wrote a heartwarming story about helping his community and making the world a better place. And third place went to Emily, who wrote a hilarious essay about her dream of becoming a famous comedian.I also want to give a shoutout to all the other participants who worked so hard on their essays. We may not have all won prizes, but we are all winners in my eyes for putting in so much effort and passion into our writing.Overall, the Inner Mongolia 2019 Exploration Cup English Writing Competition was a huge success, and I can't wait to see what next year's competition will bring. Thank you to all the organizers, judges, and participants for making it such a memorable experience!That's all for now. Until next time, keep dreaming and keep writing!篇3The Inner Mongolia 2019 Exploration Cup English Writing Competition has come to an end! Let's find out who the winners are!In the primary school category, the first prize goes to Alex from Xinghua Primary School. His essay on "My Favorite Animal" impressed the judges with its creativity and detailed descriptions. Well done, Alex!The second prize goes to Lily from Happy Valley Primary School. Her essay on "My Dream Vacation" was filled with exciting adventures and vivid imagery. Congratulations, Lily!And the third prize goes to Tom from Sunshine Elementary School. His essay on "My Best Friend" touched the hearts of the judges with its sincerity and warmth. Great job, Tom!In the middle school category, the first prize goes to Sarah from Greenfield Middle School. Her essay on "The Power of Kindness" captivated the judges with its powerful message and beautiful prose. Amazing work, Sarah!The second prize goes to Jack from Brightside Middle School. His essay on "Overcoming Challenges" inspired the judges with its resilience and determination. Keep up the good work, Jack!And the third prize goes to Emily from Riverbank Middle School. Her essay on "The Importance of Friendship" was filled with heartwarming anecdotes and valuable lessons. Congratulations, Emily!Congratulations to all the winners and participants of the Inner Mongolia 2019 Exploration Cup English Writing Competition. Your hard work and creativity have truly shone through in your essays. Keep writing and exploring the world through your words!篇4The 2019 Inner Mongolia Exploration Cup English Writing Competition was super awesome! There were so many smart and talented students from all around Inner Mongolia who came to show off their English skills.The competition was held in a big auditorium with colorful banners and flags decorating the stage. There were judges sitting at a long table, looking very serious but friendly. They were there to listen to our essays and choose the winners.I was so nervous when it was my turn to go up on stage and read my essay. My hands were shaking and my heart was pounding, but I took a deep breath and started reading. I talked about my favorite animal, the panda, and why I think they are so cute and cool. I also shared some fun facts about pandas that I learned from books and videos.After I finished reading, the judges gave me a big round of applause. I felt so proud of myself and happy that I did my best. Then it was time for the results to be announced.When they called out the winners, I was surprised to hear my name being called for third place! I couldn't believe it! I jumped up and down with joy and ran to the stage to receive my medal and certificate.I had so much fun at the competition and I can't wait to participate again next year. It was a great opportunity to show off my English skills and make new friends. I will keep practicing and improving my writing so that I can do even better next time. Thank you, Inner Mongolia Exploration Cup, for such an amazing experience!篇5The Inner Mongolia 2019 Exploration Cup English Writing Contest results are finally out! It was such an exciting event with so many talented writers showing off their skills. Let me tell you all about it!First of all, there were so many participants from different schools all over Inner Mongolia. It was great to see so many young writers come together to share their love for English writing. The contest had different categories like short stories, essays, and poems, so there was something for everyone to showcase their creativity.The judges had a tough job deciding the winners because the competition was so fierce. But in the end, they chose the best of the best. The winners were announced in a big ceremony withlots of cheering and applause. It was such a proud moment for everyone involved!I was so happy to see my friends and classmates win some of the top prizes. They had worked so hard on their writing pieces, and it really paid off. I even won a special mention for my short story which made me feel so proud!Overall, the Inner Mongolia 2019 Exploration Cup English Writing Contest was a huge success. It was a great opportunity for young writers to showcase their talents and learn from each other. I can't wait for next year's contest to see even more amazing writing from all the talented students in Inner Mongolia!篇6"Oh my goodness, you guys won't believe what happened at the Inner Mongolia 2019 Exploration Cup English Writing Competition! It was so exciting and fun!First of all, the competition was held in a huge auditorium with lots of colorful decorations. There were students from all over Inner Mongolia who came to compete in different categories like creative writing, essay writing, and poetry. It was so cool to see all the talented kids showing off their English skills!And guess what? Our school team did amazing! We won first place in the creative writing category and second place in the essay writing category. Everyone was cheering and clapping for us, it felt like we were famous or something!I was so proud of my friends and classmates for working so hard and doing their best. We spent weeks practicing and preparing for the competition, and it really paid off. The judges even said they were impressed with our creativity and language skills.After the competition, we all went out for a celebration dinner at our favorite restaurant. We talked and laughed and shared stories about our experiences at the competition. It was the best day ever!I can't wait for next year's competition. I know we'll do even better and maybe win even more awards. English writing is so much fun, and I'm so glad I got to be a part of such an awesome event. Thank you, Inner Mongolia 2019 Exploration Cup, for giving us the opportunity to show off our English skills and make new friends. We'll never forget this amazing experience!"。
作文从剖题目中的思维打开
作文从剖题目中的思维打开Writing an essay is like embarking on a journey of exploration. 作文就像是一次探索之旅。
When we are given a topic to write about, it is like being handed a map with a destination marked on it. 当我们被给定一个写作题目时,就像是被交给了一张上面标有目的地的地图。
The process of writing involves not only finding a route to reach that destination, but also discovering the hidden treasures along the way. 写作的过程不仅涉及到找到到达目的地的路线,还包括发现沿途的隐藏宝藏。
As we delve deeper into the topic, we may encounter obstacles that challenge our thinking and creativity. 当我们深入探讨这个题目时,可能会遇到挑战我们思维和创造力的障碍。
These obstacles can be seen as opportunities for growth and self-discovery, pushing us to think outside the box and come up with unique insights. 这些障碍可以被视为成长和自我发现的机会,推动我们去打破常规思维,提出独特的见解。
Writing is not just about putting words on paper, but about expressing our thoughts, feelings, and experiences in a way that resonates with others. 写作不只是将文字写在纸上,还包括以一种能resonates 他人的方式表达我们的想法、感受和经历。
学校生活中发现自己的问题并解决的英语作文
学校生活中发现自己的问题并解决的英语作文My Big Problem and How I Fixed ItHi, my name is Jake and I'm in the 4th grade. I really like school most of the time. My favorite subjects are math and science because I'm good at them and I find them interesting. Reading is pretty fun too as long as the book is exciting. Writing...well, that's where I started having a big problem this year.At the beginning of the year, writing assignments didn't seem too bad. We had to write short stories or simple descriptions of things. But then we started having to write longer essays and reports. That's when the trouble began for me.It would take me forever to get my thoughts down on paper.I knew what I wanted to say in my head, but the words wouldn't come out right when I tried writing them down. My sentences were really short and choppy. The flow wasn't smooth at all. And don't even get me started on my punctuation and spelling - it was a disaster zone!I remember the first bigger writing assignment we got, which was to write a 2-page essay describing our favorite family vacation. I worked so hard on it for days, but when I got it back, itwas covered in red ink from my teacher's corrections. I felt horrible. There were cross-outs, circles around misspelled words, and comments like "awkward phrasing" and "incomplete thought" everywhere. My grade was a D-.After that, I started to dread writing assignments. I never did nearly as badly in other subjects. Mom and Dad wondered what was wrong since they knew I was a good student otherwise. I just told them writing wasn't my strength, but really I was embarrassed and losing confidence.Things came to a head when we had to write reports on an animal species of our choice. I picked sharks because they're my favorite animal. I worked really hard, looking things up in books and online. But when it came time to write the actual report, I stalled and struggled like always. I handed in something that day, but I knew it was bad. And I was right - I got a D on it.That's when I finally broke down and talked to my teacher, Mrs. Henderson, after class one day. I told her how frustrated I was with writing and that I felt like I was never going to get better at it no matter how hard I tried. I was scared writing problems were going to drag down my grades in every class.Mrs. Henderson said she had noticed the disconnect between how engaged and capable I was in class discussionsversus my subpar writing performance. She asked me some questions to try to get to the root of the issue.It turned out that my main problem was getting my ideas organized and then translating those organized thoughts into smooth, clear sentences and paragraphs. Mrs. Henderson said it sounded like I struggled with the planning and drafting stages of the writing process.She suggested I start using graphic organizers and outlines to plan my writing before putting pencil to paper. Graphic organizers are those diagrams that help you visually organize your ideas, like boxes and arrows or webs. Outlines help you logically organize your thoughts into sections and paragraphs.Mrs. Henderson worked with me on using these prewriting strategies for my next assignment, which was to write a5-paragraph opinion essay on whether kids should have more recess time. First, I wrote down my overall opinion on the topic as my thesis statement. Then I used a basic outlining template with spaces for the intro paragraph, 3 body paragraphs, and a conclusion.Next came the graphic organizer for generating and organizing my reasoning and evidence for my position. Mrs. Henderson had me divide a piece of paper into 4 rectangles, onefor each of the body paragraphs I needed. In each rectangle, I wrote down my main point or reason for that paragraph on why recess should be longer. Then I filled in bullet points under each main point with key facts and examples to back it up.After the graphic organizer helped me get my thoughts organized, I used it to write out the actual body paragraph outlines. Each body paragraph outline started with the topic sentence stating the main point, then had lines where I wrote out full sentences summarizing the supporting details.With this approach of organizing before drafting, my first draft of the essay went so much more smoothly! My thoughts flowed better into clear, developed paragraphs. I could focus on writing well instead of trying to organize at the same time. I revised and polished up my draft, checked for mistakes, and handed in the final version feeling really confident.And you know what? I got an A- on that essay! Mrs. Henderson wrote that my organization, flow, details, and mechanics had improved a ton. She said she could tell I had used prewriting strategies effectively. I was over the moon!Ever since that assignment, I've made sure to use graphic organizers and outlines for every major writing task. Sometimes I use ready-made templates from the teacher, but other times Icreate my own diagrams or bulleted lists that make sense for organizing my particular topic.My grades on writing assignments have gone up to A's and B's consistently. I've even started enjoying the writing process more now that I have strategies for overcoming my biggest hurdle. Sure, it takes some extra time for the prewriting organization, but it's so worth it to feel good about what I hand in instead of being embarrassed.I've learned an important lesson this year - that everyone has strengths but also weaknesses they need to find ways to improve. Just because writing was really hard for me didn't mean I was destined to be a bad writer forever. I'm so grateful Mrs. Henderson took the time to figure out what I was struggling with and give me tools to get better at it. Using proper planning and organization methods has made a huge difference.Who knows, maybe I'll even become a writer when I grow up now that I've gained confidence in my abilities! Either way, I know the prewriting skills I've developed will continue helping me a lot on big writing assignments even in future grades. Identifying your weaknesses and finding strategies to address them is so important. Don't ever get discouraged - with the right plan, you can overcome your problems!。
蒙提霍尔问题告诉我们的道理
蒙提霍尔问题告诉我们的道理摘要:1.蒙提霍尔问题简介2.蒙提霍尔问题的解答3.蒙提霍尔问题背后的逻辑学原理4.蒙提霍尔问题对我们的启示正文:蒙提霍尔问题(Monty Hall problem)是一个经典的概率问题,它告诉我们,在某些情况下,看似正确的直觉可能会导致错误的判断。
这个问题看似简单,实际上却蕴含着深刻的逻辑学原理。
假设你参加一个游戏节目,节目主持人知道一扇门后有一辆汽车,另外两扇门后是山羊。
主持人让你挑选一扇门,假设你选了A 门。
此时,主持人会打开另外一扇有山羊的门,比如B 门。
然后主持人问你是否要更换选择,换成C 门。
问题是,更换选择会让你获得汽车的概率更大吗?答案是肯定的。
许多人可能会认为,既然主持人已经打开了B 门,那么剩下的两扇门(A 和C)应该是等概率的。
然而,实际上更换选择会让你获得汽车的概率从1/3 提高到2/3。
这是因为,当你一开始选择A 门时,汽车和山羊的概率分别是1/3 和2/3。
当主持人打开B 门后,他实际上揭示了山羊的概率是2/3(因为一开始就有两个山羊),而剩下的那扇门(C)就是汽车所在的门。
蒙提霍尔问题背后的逻辑学原理是贝叶斯定理。
贝叶斯定理告诉我们,在已知某条件概率的情况下,求解相关联的逆条件概率。
在这个问题中,当主持人打开B 门时,我们已经知道了B 门是山羊的概率是2/3,那么剩下的C 门就是汽车的概率。
蒙提霍尔问题给我们的启示是,我们不能仅仅依靠直觉来判断问题,还要运用逻辑和概率论来进行分析。
在现实生活中,我们可能会遇到许多看似简单的决策问题,但实际上需要运用复杂的思维方式来解决。
谢谢你提出的问题英语作文
谢谢你提出的问题英语作文Title: The Importance of Asking Questions。
In our journey through life, questions serve as the guiding stars that illuminate our path. They are the keys to unlocking knowledge, understanding, and growth. Whether pondering the mysteries of the universe or navigating the complexities of human relationships, questions are the fuel that propels us forward. In this essay, we will explore the significance of asking questions and how they shape our perspectives and experiences.First and foremost, questions are the gateway to knowledge. They spark curiosity and drive us to seek answers. From the earliest stages of childhood, we are instinctively drawn to asking questions as a means of understanding the world around us. As we grow older, this innate curiosity evolves into a powerful tool for learning and discovery. By asking questions, we engage with new ideas, challenge assumptions, and expand our intellectualhorizons.Moreover, questions foster critical thinking and problem-solving skills. When faced with a perplexing issue or dilemma, asking the right questions can lead us to innovative solutions. By examining problems from different angles and considering various perspectives, we sharpen our analytical abilities and develop a more nuanced understanding of complex issues. In this way, questions serve as catalysts for creativity and innovation, driving progress and advancement in all fields of human endeavor.Furthermore, questions play a crucial role in communication and interpersonal relationships. They facilitate meaningful dialogue and promote mutual understanding. By asking questions, we demonstrate genuine interest in others' thoughts, feelings, and experiences. This fosters empathy and strengthens the bonds of connection between individuals. Moreover, asking questions allows us to clarify misunderstandings, resolve conflicts, and build trust and rapport with others. In both professional and personal contexts, effective communicationis built upon the foundation of thoughtful questioning.In addition, questions serve as a means of self-reflection and personal growth. By examining our own beliefs, values, and motivations, we gain insight into ourselves and our place in the world. Asking introspective questions prompts us to confront our biases, challenge our assumptions, and strive for greater self-awareness. Through this process of self-inquiry, we identify areas for improvement, set goals, and chart a course for personal development and fulfillment.Furthermore, questions are essential tools for making informed decisions. Whether weighing the pros and cons of a major life choice or evaluating options in a professional setting, asking the right questions empowers us to make sound judgments. By gathering relevant information, considering potential outcomes, and anticipating consequences, we can make choices that align with our values and priorities. In this way, questions serve as navigational beacons, guiding us through the complexities of decision-making with clarity and purpose.In conclusion, questions are the building blocks of knowledge, understanding, and growth. They fuel our curiosity, sharpen our intellect, and deepen our connections with others. By asking questions, we embark on a journey of discovery that enriches our lives and expands our horizons. Therefore, let us embrace the power of questions and never cease to inquire, explore, and learn.。
内蒙古专升本2021年英语作文
内蒙古专升本2021年英语作文探索与启示 In the realm of academic pursuits, the journey towards higher education is often fraught with challenges and opportunities alike. The Inner Mongolia Autonomous Region's upgrade to bachelor's degree program in 2021 marked a significant milestone for many aspiring students, who saw it as a gateway to expanded knowledge and professional growth. Among the various components of this exam, the English essay writing section stood out as a critical test of language proficiency and critical thinking.This essay aims to delve into the intricacies of the English essay writing component of the Inner Mongolia upgrade to bachelor's degree exam in 2021. It explores the challenges faced by students, the techniques employed in tackling these challenges, and the broader implications of this exam for the region's educational landscape.Firstly, the English essay writing section presented a unique set of challenges to students. Language proficiency, particularly in a second language, is always a demanding task. The requirement to express complex ideas and arguments coherently and accurately within a limitedtimeframe added to the pressure. Moreover, the need to demonstrate a critical understanding of the topic and its relevance to contemporary society posed an additional hurdle.To overcome these challenges, students adopted various strategies. Many focused on extensive reading and practice, honing their language skills and expanding their vocabulary. They also engaged in critical thinking exercises, analyzing and discussing topics in groups or with mentors. This preparation not only improved their language proficiencybut also enhanced their ability to formulate and articulate arguments.The techniques employed by students in writing their essays were diverse. Some opted for a narrative approach, weaving a personal story or experience into their arguments. Others employed a more analytical framework, breaking down complex issues into manageable parts and presenting them in a logical and coherent manner. Regardless of the approach chosen, the key was to maintain a clear and consistentvoice throughout the essay.The significance of the English essay writing section extends beyond the individual student's performance. It reflects the overall quality of education in the region and the level of preparedness of its students for higher education. A strong performance in this section can be indicative of a solid foundation in language proficiency and critical thinking, both essential skills for success in university and beyond.Moreover, the exam serves as a catalyst for educational reform and improvement. It highlights areas whereadditional resources and support are needed, such as in language teaching or critical thinking training. It also encourages institutions and educators to innovate and adapt their teaching methods to better prepare students for the challenges of higher education.In conclusion, the English essay writing component of the Inner Mongolia upgrade to bachelor's degree exam in 2021 was a pivotal aspect of the overall assessment. It tested students' language proficiency, critical thinking, and ability to express complex ideas. The challenges faced and the strategies employed in overcoming them providevaluable insights into the region's educational landscape and offer directions for future improvement. As we look ahead, it is imperative that we continue to invest in education, fostering a culture of learning and growth that will benefit not only individual students but also the broader society.**内蒙古专升本2021年英语作文探索与启示**在学术追求的领域里,通往高等教育的道路往往既充满挑战又充满机遇。
“问”得恰到好处,“助”得水到渠成——浅谈初中英语指向思维品质的阅读设问
“问”得恰到好处,“助”得水到渠成——浅谈初中英语指向思维品质的阅读设问发布时间:2021-06-08T12:02:14.460Z 来源:《现代中小学教育》2021年5月下作者:张瑚[导读] 本文针对当下初中英语阅读设问实践中存在的思维度低、跳跃性大和辐射面小等问题,尝试归纳了一些适用于初中英语阅读课的设问策略,以提升学生思维品质。
笔者发现,设问文本内涵、设问问题“脚手架”、设问关键信息蕴含点,都能较好地达到刺激和丰富学生思维体验的效果,从而提升学生的思维品质浙江省温州市南浦实验中学张瑚 325000【摘要】本文针对当下初中英语阅读设问实践中存在的思维度低、跳跃性大和辐射面小等问题,尝试归纳了一些适用于初中英语阅读课的设问策略,以提升学生思维品质。
笔者发现,设问文本内涵、设问问题“脚手架”、设问关键信息蕴含点,都能较好地达到刺激和丰富学生思维体验的效果,从而提升学生的思维品质【关键词】思维品质初中英语阅读设问2014年,教育部文件提及“核心素养”这一重要概念(程晓堂、赵思奇,2016)。
其与英语学科结合所衍生出的英语学科核心素养,受到了教育工作者的关注。
之前发布的《普通高中英语课程标准(2017年版)》(教育部,2018),将英语学科核心素养凝练为语言能力、文化意识、思维品质和学习能力四大要素。
思维品质作为一个重要要素被单独提出来,可见在英语教学中,思维品质的培养越来越受到重视(徐娜,2017)。
一、初中英语教学中培养思维品质存在的现象分析纵观初中英语教学,囿于教师的“教学惯性”,真正将思维品质提升有效落实到日常课堂中的实践其实不多,尤其是农村学校,学生英语基础普遍较弱,多数学生能正确认识英语阅读的重要性,但对阅读课的兴趣普遍较低,学生课上较少主动举手,学习成就感也不强。
同时,教师的阅读设问也存在如下几点问题:1.照本宣科,设问思维度低2.急于求成,设问跳跃性大3.顾此失彼,设问辐射面小基于上述分析,结合日常课例开展研究,笔者尝试为初中英语阅读设问优化寻求可行策略,助力学生的思维提升。
走出教学反思的困境
走出教学反思的困境
孙维路
【期刊名称】《教育情报参考》
【年(卷),期】2007(000)005
【摘要】教学反思是指教师以自己的教学过程为思考对象,对自己的教学行为、教学结果进行审视和分析,从而提高自己教学能力的过程。
我国著名学者叶澜教授指出:“一个教师写一辈子教案不一定成为名师,如果一个教师写三年反思有可能成为名师。
”由此可见,教学反思在教师的成长过程中起着非常重要的作用,是实现由“经验型”教师向“专家型”教师转变的重要途径。
【总页数】2页(P47-48)
【作者】孙维路
【作者单位】杭州师范学院教育科学学院
【正文语种】中文
【中图分类】G623.5
【相关文献】
1.走出教学反思的困境
2.走进生活,走出困境--新课程下农村学校作文教学走出困境之路
3.走出经营困境的重点难点问题及对策——对阿勒泰地区农行走出经营困境的对策探讨
4.走出困境的新村——莫力达瓦旗大库木尔村走出困境的几点体会
5.正视“困境”才能走出困境——读《回归本体走出困境》后
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运用Qu:Est策略,提高中学语文阅读教学中提问的有效性
运用Qu:Est策略,提高中学语文阅读教学中提问的有效性张电春
【期刊名称】《现代语文(教学研究)》
【年(卷),期】2009(000)004
【摘要】中学语文阅读教学一向是遭受诟病比较多的,之所以这样的根源当然仁者见仁智者见智。
本文试图从当前人们对提问的普遍认识出发,分析共性,找出缺憾,探究根源,提出建议:运用Qu:Est策略,提高语文阅读教学中提问的有效性。
【总页数】5页(P25-29)
【作者】张电春
【作者单位】上海,华东师范大学,200241;上海市复旦初级中学,200052
【正文语种】中文
【中图分类】G63
【相关文献】
1.运用Qu:Est教学策略优化化学课堂提问 [J], 刘凌
2.Qu:Est策略在提高高职高专课堂提问技能中的运用 [J], 陈卫东;陈艳丽;蒲仲升
3.为理解而提问,让学生开动脑筋——Qu:Est教学策略在初中化学教学中的应用[J], 陈栋初
4.Qu:Est提问策略在高中英语课堂教学中的实践和反思 [J], 高淑英
5.Qu:Est有效提问策略在高职英语教学中的运用 [J], 孟芹
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“比的意义”教学实践中的高阶思维培养
“比的意义”教学实践中的高阶思维培养发布时间:2021-11-26T07:50:51.738Z 来源:《素质教育》2021年9月总第390期作者:张娜娜[导读] 以概念课《比的意义》为例谈谈如何突破核心问题,培养学生的批判性、创造性等高阶思维能力。
山东省威海市普陀路小学264200数学高阶思维教学,是一种基于问题发现、问题分析与问题解决的学习,是一种在理解、记忆基础上的综合运用与创造学习。
美国著名数学家哈尔莫斯曾说过:“问题是数学的心脏。
”如何培养学生会提出问题,分析问题,解决问题,需要老师引领,我们从核心问题入手,让学生能够超越低阶思维认知,形成高阶思维能力,从而有效地提升学生的数学“核心素养”。
以概念课《比的意义》为例谈谈如何突破核心问题,培养学生的批判性、创造性等高阶思维能力。
一、思考比的本质《比的意义》青岛版教材五年级上册的内容,教材中是这样定义的:两个数相除又叫做两个数的比。
那么“比”的本质到底是什么?仅仅是两个数相除吗?为什么在分数和除法都能表示相除关系的基础上还要学习比呢?比有什么独特的魅力?带着这样的思考,我们学习了张奠宙教授的一篇文章《返璞归真,正本清源——比不能等同于除法》里,他在文章有样的观点:一是比是一种关系。
只有在求比值时才会用到除法;二是比为比例做准备,并可以拓展为一种变量之间的正比例函数关系。
这种比例关系,其含义远超除法。
看了张教授的文章后,我们深受启发:原来“两个数相除”并不是“比”的本质特征,而是“比”的另一种表现形式,比揭示了两个变量之间一种不变的关系,这才是比的概念的本质。
所以在本课设计中,我们把这个作为重要的突破点。
二、突破核心问题培养高阶思维1.创设真情境,培养问题意识。
从学生已有的知识和经验出发,让学生自主提问“读完课题你有什么问题想问?”由学生提出感兴趣、想了解的问题,再到学生品尝调配的饮料,提出“两杯饮料品味是否一样?”“怎样配制更多口感相同的饮料?”等问题的提出,这一过程找准了新知识的生长点,凸显了知识之间的内在联系,较好地培养了学生的问题意识。
基于形象思维培养的小学数学教学探究
基于形象思维培养的小学数学教学探究发布时间:2021-01-29T14:41:59.730Z 来源:《中小学教育》2020年30期作者:俞蒙娜[导读] 数学作为一门对思维能力要求较高的学科,在小学数学的教学过程当中,不仅要对学生的抽象思维能力进行培养,还需要重视学的形象思维能力的培养。
俞蒙娜萧山区世纪实验小学 311200摘要:数学作为一门对思维能力要求较高的学科,在小学数学的教学过程当中,不仅要对学生的抽象思维能力进行培养,还需要重视学的形象思维能力的培养。
只有将二者进行协同教学引导,才能使得学生的数学综合素质得到有效的提升。
数学本身是一门抽象性思维较强的学科,因此要求学生能够有一定的逻辑思维能力,但对于小学阶段的学生而言,由于其年龄以及心智都不成熟,所以在学习当中不能够将注意力进行长时间的集中,进而对其进行逻辑思维能力的有效培养产生较大的阻碍。
因此,在小学数学的教学过程中,教师需要根据学生的学习情况,要通过对学生的学习兴趣的培养,使其在良好的学习兴趣中进行学习,提升数学学习效率和质量。
关键词:形象思维;教学策略;案例;效果分析引言:数学学科的教学,也就是将数形进行结合的教学过程,而处于教学阶段的学生而言,其思维能力较弱,因此是否能够将数学思维进行有效的培养,影响到学生数学学习的质量。
并且在该阶段的学生,数学学习过程中,其思维发展的特点也是从形象数学开始学习,到一定阶段后进入抽象数学的理解学习,而抽象思维能力的强弱,与学生的实际问题理解能力有着密不可分的关系,因此也具有一定的形象性。
形象思维是学生学习数学抽象思维的基础,因此,教师在教学过程中,先对学生的形象思维能力进行有效的培养,才能使得学生在抽象思维能力上有质提升。
正因为这些特点,在数学的教学过程中,教师需要将学生的形象思维能力与抽象思维能力进行同时培养,从而更好的提升学生对于数学的学习理解能力。
一、培养学生的形象思维能力的原因随着社会科技的不断发展进步,人们发现,人类的大脑左右两部分都分别有其对应的功能,左半脑主要控制着人类的语言及抽象思维;而右半脑主要控制着人类的运动及形象思维等。
用几何画板发现数学之美
用几何画板发现数学之美
陈后万
【期刊名称】《中小学信息技术教育》
【年(卷),期】2004(000)012
【摘要】古代哲学家、数学家普洛克拉斯断言:“哪里有数,哪里就有美。
”数学中含有美的要素,数学发展受美育思想的影响。
数学理论本身的奇特、微妙、简洁、有力,以及建立这些理论时人的创造性思维本身都构成了数学的美。
【总页数】2页(P43-44)
【作者】陈后万
【作者单位】浙江温州洞头一中
【正文语种】中文
【中图分类】G633
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基于思维导图的数学题解后反思及启示
基于思维导图的数学题解后反思及启示张文明【期刊名称】《中学数学》【年(卷),期】2013(000)024【总页数】3页(P55-57)【作者】张文明【作者单位】江苏省常熟市海虞中学【正文语种】中文在学习数学的过程中,“理解”无疑是第一位的[1].这就要求学生在学习后及时总结反思以减少被动性、滞后性、无序性、盲目性和低效性,提高自觉构建知识网络的意识,从而使知识序列条理化、系统化.思维导图正是帮助学生学后反思以理清思维秩序、增进程序性理解的有效工具.思维导图是英国“记忆之父”托尼·巴赞(Tony Buzan)开发出来的一种组织性思维工具,是从一个中心主题发散出来的自然结构,通过符号、关键词、图像、线条和颜色,遵循一套基本、简单、自然易被大脑接受的规则,逐步建立一个有序的发散的树状图,它是对思维过程的导向和记录[2].这是一种将放射性思考具体化的方法,放射性思考是人类大脑的自然思考方式,以大脑中的某一个知识点为思维中心,从这个知识点出发引发出与之相关的其他知识点,这些知识点又可以成为另外的思维中心.这种发散性的结构符合大脑工作的原理,体现了人们思维过程中的多向性和跳跃性,是一种能够帮助人们分析问题、整理思路、快速学习的方法和工具. 思维导图具有使“单调的知识形象化,抽象的知识具体化,零碎的知识系统化,复杂的知识简单化,隐性的知识显性化[3]”等特点,因此在数学学习活动中,思维导图有助于学生对数学知识的综合理解.例题如图1,C为线段AE上一动点(不与点A、E重合),在AE同侧分别作正△ABC和正△CDE,AD与BE交于点O,AD与BC交于点P,BE与CD交于点Q,连接PQ.试判断△CPQ的形状.分析:由题设易求∠PCQ=60°,观察图形,感知猜测△CP Q是一个等边三角形.现在有两个思路可以选择:一是推理出∠PQC=60°(或∠QPC=60°),从而得到∠PCQ=∠PQC=∠QPC,根据“三个角相等的三角形是等边三角形”证得猜测成立;二是推理出CP=CQ(或CP=PQ或CQ=PQ),根据“有一个角是60°的等腰三角形是等边三角形”证得猜测成立.解:因为△ABC和△CDE都是正三角形,所以△CPQ是等边三角形.1.解后反思由于授课班级学生已经有了使用思维导图进行解后反思的基础与实践,因此不少学生都用思维导图进行了解后反思.2.反思解题过程在解后反思环节的师生交流中,一些学生采取的思路是列示意图,然后对解题思路进行甄别与整合,其实质是分析法,解题思路如下.所以这条思路不便推理出猜想.所以这条思路是可行的.薛同学所画的思维导图如图2所示.3.反思问题涉及的基础知识问题中涉及的基础知识有全等三角形的性质、全等三角形的判定、等边三角形的性质、等边三角形的判定等知识.学生需从复杂图形中识别基本图形,排除干扰,从而获得有效信息,进行正确推理.同时,由于本题结论并未给出,需要学生先观察、操作,猜想结论(甚至在这个环节还有几位学生采用了度量边或角来猜测△CPQ的形状),再进一步演绎推理.学生在反思中基本能够发现问题所涉及的基础知识,图3即是一份较好的对基础知识进行反思的思维导图.4.反思解题思想本题结论未直接明确告知,且难以一步达成结论(△CPQ是等边三角形),所以既要先猜测,又要进行证明,故采用分析法较为合理.当思维比较顺畅时,解题适宜按照由因导果的顺序使用综合法;当思维遇阻时,则解题适宜执果索因,分析法就会大显身手.而对于一般的数学问题,我们可以从一般解题步骤、常用解题方法、基本数学思想、解题元认知策略等方面进行反思(如图4).5.反思问题的拓展与归类对于本问题,如果能够有“脚手架”,学生更容易顺利完成,因此学生对此进行了思维导图式反思.该生还提出了一些拓展性问题,并对问题的架构进行了解构与重组(如图5).由上述典型的思维导图可观察出学生的“图式”思路,学生的反思基本是围绕基础知识、基本技能、基本数学思想方法、基本的数学活动经验等方面进行的,这正是《义务教育阶段数学课程标准(2011年版)》与《义务教育阶段数学课程标准(实验版)》的较大区别之一.具体反思内容可综合为如图6所示的思维导图.1.基于思维导图的解后反思调动了学生学习的积极性课程标准实施后,学生的主体性地位得到明确,但是在数学学习活动中仍然存在为数不少的学生对教师具有极强的依赖性.这部分学生等着教师总结知识模块、总结规律,然后记笔记.这种被动的学习方式既抑制了学生的主体创造性,又降低了学习效率.归根到底,是由于学生的积极性不够造成.而思维导图的图式化表示既有规则要求,又允许有个性化发挥,这扩大了学生的自我发挥空间,学生的积极性大有提高,从而切实提高了数学学习的有效性.2.基于思维导图的解后反思呈现了知识系统的直观化学生的思维过程是抽象的,思维导图的图式化直观地表现了学生的思维过程,从而使得隐性知识显性化.这样的直观化、可视化的思维过程有助于学生对问题表征、问题变式进行思考和理解,从而达到举一反三的功效.从某种意义上说,思维导图式的解后反思与“数形结合”的数学思想具有异曲同工之妙.3.基于思维导图的解后反思建构了知识系统的网络化由于课堂时间的限制,每一次数学活动中学生所收获的知识点总是相对孤立和分散的,学生难以从整本书甚至整个学段(比如初中三年或者中学六年)上把握整个知识脉络,从而难以建构出相对完整的知识网络.这也是有些学生每节课的练习都做的不错,但是一遇到综合问题就不知所措的原因之一.基于思维导图的解后反思恰好有效弥补了这个空缺,使得整个知识体系在多次的图式化表示中得以趋近系统化、网络化.反思是数学思维的核心和动力[4],而基于思维导图的解后反思顺应了大脑的自然思维模式,引领学生从题目的分析与架构、解题方法、相关变式等方面进行发散性思考,使得学生的知识建构具有“随风潜入夜”的自然与平适.这种反思方式不仅提升了学生学习数学的兴趣,也提高了数学学习的效率,使得学生在思考和表达中深化了对数学知识体系的表征与理解.【相关文献】1.马复.试论数学理解的两种类型——从R.斯根普的工作谈起[J].数学教育学报,2001(3).2.[英]托尼·巴赞.思维导图:大脑使用说明书[M].张鼎昆,徐克茹,译.北京:外语教学与研究出版社,2005.3.吴丹,丁青.思维导图在英语听说教学中的应用与探索[J].外语周刊,2012(81).4.杨绍平.反刍数学中考,思索数学教学——一道中考试题引发的思考[J].中学数学(下),2013(11).。
GreatWomen 公开课的反思
Great Women ----公开课的反思齐齐哈尔市第三十二中学陈桂云本人2004年5月21日,讲授了校级公开课Great Women获得了成功,受到了师生的好评。
经回顾与反思,该课有许多得意之处,亦有某些不足。
现总结如下:这节课的目标是:Train the students’ speaking ability and writing ability. 因此我围绕这一目标,突出它的重点 1 Describe people. 2 Review the important phrases and words. 3 Write something about your favorite woman.这节课的Step 1. Talk about the great woman that your admire. 学生通过谈论Maria Curie. Blessed Teresa. Song Qingling. 使他们不仅更多地了解这些伟大的女性。
而且,锻炼了用英语思维和组织语言的能力。
通过概括一个伟人的一生,培养了学生积极向上的思想情操。
Step 3. Describe pe ople. Train students’ speaking ability by describing some people in the picture. Try to use the drills and phrases. 这样同时复习了本单元的重要句型、词汇。
通过Step 4 Play guessing games 和Step 5 Discussing the two questions 训练了学生说的能力。
所以这节课重点突出,充分实现了新课程所要求的培养学生英语语言交际能力的目的。
另外,在Review some important words and phrases and make sentences 中,复习了本单元的重要词组、句型。
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从Monty Hall problem引出的思考
——On "Let's Make a Deal", you pick Door 1. Monty
opens Door 2 — no prize. Do you stay with Door 1
or switch to Door 3?
陈伟露3140102402
Monty Hall problem
Alice is a contestant in an old quiz show run by Monty Hall. She must choose from three boxes, only one of which contains a prize. Monty knows
which box contains the prize, but Alice doesn’t. After she chooses Box 2,
Monty opens one of the other boxes that he knows to be empty. Alice then has the opportunity to change her mind about her choice of box. What should she do?
(引自173 Game Theory )这一问题起初源于一封写给《Parade》杂志的专栏作家、智商高达228的玛丽琳·莎凡Marilyn Vos Savant的询问信,信里是这样描述的:
Suppose you're on a game show, and you're given the choice of three doors.
Behind one door is a car, behind the others, goats. You pick a door, say number 1, and the host, who knows what's behind the doors, opens another door, say number 3, which has a goat. He says to you, "Do you want to pick door number 2?" Is it to your advantage to switch your choice of doors?
Marilyn认为,问题的答案是肯定的,即:换门获奖的概率是没换门的概率的两倍。
她举例道:“我们可以这样看,假设是共有一百万扇门,你选了门N0.1,然后这位知晓车子所在的主持人打开了除NO.777777外的所有剩余的门,被打开的门里都是羊。
这种情况下,你一定会换门,不是么?”
这篇专栏刊出后,玛丽琳收到了大约一万封邮件,讨论这一问题,而其中大约92%的读者认为玛丽琳错了,这些读者中包括很多数学系研究生和教授,他们义正言辞的要求玛丽琳认错,停止在数学方面误导美国民众。
“to switch or not to switch,that’s a question.”
在此我不想赘述双方的方法和可能存在的相应问题,也不想搬运173 Game Theory中画图(枚举)的方法。
仅提供我的一种简单证明
由于这是一个条件概率事件,所以利用贝叶斯公式计算可以很清楚。
定义
事件A:原本选择的门有奖
事件B:被主持人排除的门没奖
则在主持人排除一扇门之后仍然坚持选择的获奖概率是:
P(A|B)= (P(A)*P(B|A))/P(B)=(1/3*1)/1=1/3
然而当我们算错这一概率时,实际上我们在计算
P(A|B)=(P(A)*P(B|A))/P(B)=(1/3*1)/(2/3)=1/2
Other questions
几个延伸的问题,来自这段时间对于Monty hall problem的思考。
双参与者游戏佯谬:
佯谬一:三位参与者甲乙丙,他们各选择了一个门(两两不同,完全随机),丙在主持人说话前把自己的门打开了,发现自己没有中奖,此时甲乙都没有打开自己对应的门。
问:甲在知道丙没中奖的情况下是否愿意和乙交换?乙在知道丙没中奖的情况下是否愿意和甲交换?
佯谬二:两个参与者甲乙他们各选择了一个门(两两不同,完全随机)主持人可以排除剩下两扇门中不中奖的一扇门(至少有一扇门是不中奖的)。
然后甲乙是否愿意互换选择?
事实上以上两种情况与Monty hall problem的情况有所不同。
佯谬一的不同在于每个人(只要不是主持人)打开的门都是有几率中奖的。
利用前文提及的条件概率证明就是:
P(B)=2/3的情况下,P(A)=1/2。
佯谬二的不同在于当主持人排除门后,被排除的门的获奖可能性并非平均地加到不是自己的另两扇门中,而是加到了没有被选择的最后一扇门中。
同样利用贝叶斯公式可以很快解决。
选择题中排除法策略的佯谬
“考试碰到做不来的选择题可以这么做,先随便选一个选项,再排除一个错误的选项,然后在剩下的两个选项中选一个作为答案。
”
正确率从原本的1/(4-1)=33..3%上升到了(1-1/4)/2=37.5%吗?
这个错误比较明显。
首先,这一策略存在风险。
即对于同一情况,若先随机选择的选项不同可能使得策略中的“排除一个错误的选项”不可行。
其次,在策略可行的情况下,起初的正确率并不一定33.3%。
因为并未考虑到先随机选择的选
项是否也是可以排除的可能性。
那么这样的排除法相比原本的排除法到底孰优孰劣?以下为我的计算过程。
Strategy: 1 .先随便选一个选项;
2 .在剩下的选项中尽可能多地排除选项;
3 .把选择更换到排除后剩下的选项中,如果没有剩余选项则保持原选项。
Prime strategy: 1 .尽可能多地排除选项;
2 .在剩余选项中选择一个选项。
使用概率期望计算答对的概率E(strategy)和E(prime-strategy)。
Case0:所有选项能够排除零个。
E(S)=1/4
E(PS)=1/4
策略相当。
Case1:所有选项中能排除一个。
E(S)=37.5%*(3/4)+25%*(1/4)=11/32
E(PS)=1/3
策略占优。
Case2:所有选项能够排除两个。
E(S)=75%*(1/2)+37.5%*(1/2)=9/16
E(PS)=1/2
策略占优。
Case3:所有选项能够排除三个。
E(S)=100%*(1/4)+100%*(3/4)=1
E(S)=1
策略相当。
令我感到无比诧异的是,这种排除法的正确概率期望竟然会高于平时的排除法!
原本看来,173 Game Theory书中多是些经典而较为简单的mathematical puzzles,而Optimization Modeling A Practical Approach更适合于概括来写一篇长作业。
然而出于对《决胜21点》的记忆还是查阅了Monty hall problem的介绍,在讨论中逐渐发现思维未曾触及过的地方。
这让我想到历史上的Monty hall problem反应出当时人们在尚未熟悉的地方直觉的不可靠,而以此为题也可很好地写写现今遇到的相关“直觉性错误”。
现在看来这一问题并不违反直觉,但是在相类似的情况下,直觉常常也会和计算(推理)相矛盾。
上文中的排除法优化方法就是我遇到的疑问之一(到底是计算错误还是直觉错误)。
也许应该早点把电脑里面的失败的模拟程序调整调整,当然,这样的问题还需要更多的讨论。
查阅文献
1、173 Game Theory
2、Wikipedia(中、英)
3、来源不详
/hall.shtml【1】
https://www.math.uni-bielefeld.de/~sillke/PUZZLES/monty-hall【2】
/~jdp/Monty_Hall/Monty_Hall.html【3】
/~crypto/Monty/montybg.html【4】
/columns/read/916/on-lets-make-a-deal-you-pick-door-1 -Monty-opens-door-2-no-prize-do-you-stay-with-door-1-or-switch-to-3【5】。