{"title":"电路分析——语义学中的一个问题","authors":"T. M. Adams","doi":"10.1109/TE.1960.4322114","DOIUrl":null,"url":null,"abstract":"The teaching-learning process in circuits is enormously complicated by the multiple meanings and shades of meanings which are inherent in most of the technical terms. A method is offered for reducing every term relating to \"functions\" to its basic meaning for the particular circuit application under study. Using this method, which might be called \"current analysis,\" it becomes possible to explain detailed circuit phenomena to students with little or no technical or mathematical background.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1960-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Circuit Analysis-A Problem in Semantics\",\"authors\":\"T. M. Adams\",\"doi\":\"10.1109/TE.1960.4322114\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The teaching-learning process in circuits is enormously complicated by the multiple meanings and shades of meanings which are inherent in most of the technical terms. A method is offered for reducing every term relating to \\\"functions\\\" to its basic meaning for the particular circuit application under study. Using this method, which might be called \\\"current analysis,\\\" it becomes possible to explain detailed circuit phenomena to students with little or no technical or mathematical background.\",\"PeriodicalId\":175003,\"journal\":{\"name\":\"Ire Transactions on Education\",\"volume\":\"39 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1960-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ire Transactions on Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/TE.1960.4322114\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ire Transactions on Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/TE.1960.4322114","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The teaching-learning process in circuits is enormously complicated by the multiple meanings and shades of meanings which are inherent in most of the technical terms. A method is offered for reducing every term relating to "functions" to its basic meaning for the particular circuit application under study. Using this method, which might be called "current analysis," it becomes possible to explain detailed circuit phenomena to students with little or no technical or mathematical background.
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