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5篇 您的检索式：作者名="DING Meixia"

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		题名	作者	年代	出处	被引量
	1	Teacher interventions in cooperative-learning mathematics classes显示文摘	Meixia Ding Xiaobao Li Diana Piccolo Gerald Kulm		0，，03：	1
	2	Teacher Interventions in Cooperative-learning Mathematics Classes 显示文摘	Meixia Ding Xiaobao Li Diana Piccolo Gerald Kulrn	2007	The Journal of EducationalResearch2007，，3：	1
	3	Teacher inrterventions in cooperative-learning mathematics classes显示文摘	DING Meixia LI Xiaobao PICCOLO D Et al	2007	Journal of Educational Research2007，，3：	1
	4	Study on wave rotor refrigerators显示文摘As a novel generation of a rotational gas wave machine,the wave rotor refrigerator(WRR)is an unsteadyﬂow device used for refrigeration,in whose passages pressured streams directly contact and exchange energy due to the movement of pressure waves.In this paper,the working mechanism and refrigeration principle are inves-tigated based on the one-dimensional unsteadyﬂow theory.A basic limitation on main structural parameters and operating parameters is deduced and the wave diagram of WRR to guide designing is sketched.The main inﬂuential factors are studied through an experiment.In the DUT Gas Wave Refrigeration Studying and Development Center(GWRSDC)lab,the isentropic efﬁciency can now reach about 65%.The results show that the WRR is a feasible and promising technology in pressured gas refrigeration cases.	Yuqiang DAI Dapeng HU Meixia DING	2009	Frontiers of Chemical Science and Engineering2009，3，1：	0
	5	Transition from Textbook to Classroom Instruction in Mathematics:The Case of an Expert Chinese Teacher显示文摘This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.Our video analysis indicates that both textbook and enacted teaching included only one worked example;however,the teacher engaged students in unpacking the example in great depth.Both the textbook and the enacted teaching showed“concreteness fading”in students’use of representations.However,the Chinese teacher incorporated students’self-generated representations and facilitated students’active modeling of quantitative relationships.Finally,the Chinese teacher asked a greater number of deep questions than were suggested by the textbook.These deep questions often occurred as clusters of follow-up questions that were either concept-specific or promoted comparisons which facilitated connection-making between multiple representations and solutions.	CHEN Wei Meixia DING	2018	Frontiers of Education in China2018，13，4：	0

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