The assembly behaviors of two low-symmetric carboxylic acid molecules(50-(6-carboxynaphthalen-2-yl)-[1,10:30,100-triphenyl]-3,400,5-tricarboxylic acid(CTTA)and 30,50-bis(6-carboxynaphthalen-2-yl)-[1,10-biphenyl]-3,5-d...The assembly behaviors of two low-symmetric carboxylic acid molecules(50-(6-carboxynaphthalen-2-yl)-[1,10:30,100-triphenyl]-3,400,5-tricarboxylic acid(CTTA)and 30,50-bis(6-carboxynaphthalen-2-yl)-[1,10-biphenyl]-3,5-dicarboxylic acid(BCBDA))containing naphthalene rings on graphite surfaces have been investigated using scanning tunneling microscopy(STM).The transformation of nanostructures induced by the second components(EDA and PEBP-C4)have been also examined.Both CTTA and BCBDA molecules self-assemble at the 1-heptanoic acid(HA)/HOPG interface,forming porous network structures.The dimer represents the most elementary building unit due to the formation of double hydrogen bonds.Moreover,the flipping of naphthalene ring results in the isomerization of BCBDA molecule.The introduction of carboxylic acid derivative EDA disrupts the dimer,which subsequently undergoes a structural conformation to form a novel porous structure.Furthermore,upon the addition of pyridine derivative PEBP-C4,N–H⋯O hydrogen bonds are the dominant forces driving the three coassembled structures.We have also conducted density functional theory(DFT)calculations to determine the molecular conformation and analyze the mechanisms underlying the formation of nanostructures.展开更多
数字化教学能力是教育数字化转型时期教师必备的关键能力,深入探究并分析教师数字化教学能力的影响因素,是教育管理者和教师应对技术挑战、提升教学质量、培养创新人才的关键环节。基于此,文章依托统一接受和使用技术(Unified Theory of...数字化教学能力是教育数字化转型时期教师必备的关键能力,深入探究并分析教师数字化教学能力的影响因素,是教育管理者和教师应对技术挑战、提升教学质量、培养创新人才的关键环节。基于此,文章依托统一接受和使用技术(Unified Theory of Acceptance and Use of Technology,UTAUT)模型,采用偏最小二乘结构方程模型(Partial Least Squares Structural Equation Modeling,PLS-SEM)和模糊集定性比较分析(Fuzzy-Set Qualitative Comparative Analysis,fsQCA)方法,对教师数字化教学能力的影响因素及其组合效应进行了实证分析。其中,PLS-SEM分析结果表明,绩效期望、努力期望、社群影响、便利条件和自我效能感对教师数字化教学意愿有显著的正向影响,并进一步正向影响教师的数字化教学能力;教师的自我效能感对数字化教学能力有显著的直接影响,且影响效应最强。而fs QCA分析结果显示,存在四条激发教师数字化教学能力的路径,在这些路径中数字化教学意愿和自我效能感是两个重要的前因变量,这弥补了结构方程模型分析的相对不足。文章通过研究,旨在为教育数字化转型时期教师数字化教学能力的提升提供实证依据。展开更多
基金financially supported by the National Natural Science Foundation of China(No.22272039)the Strategic Priority Research Program of the Chinese Academy of Sciences(No.XDB36000000)+1 种基金the Youth Program of the Liaoning Education Department(No.LJKQZ20222280)the Jilin Chinese Academy of Sciences-Yanshen Technology Co.,Ltd.
文摘The assembly behaviors of two low-symmetric carboxylic acid molecules(50-(6-carboxynaphthalen-2-yl)-[1,10:30,100-triphenyl]-3,400,5-tricarboxylic acid(CTTA)and 30,50-bis(6-carboxynaphthalen-2-yl)-[1,10-biphenyl]-3,5-dicarboxylic acid(BCBDA))containing naphthalene rings on graphite surfaces have been investigated using scanning tunneling microscopy(STM).The transformation of nanostructures induced by the second components(EDA and PEBP-C4)have been also examined.Both CTTA and BCBDA molecules self-assemble at the 1-heptanoic acid(HA)/HOPG interface,forming porous network structures.The dimer represents the most elementary building unit due to the formation of double hydrogen bonds.Moreover,the flipping of naphthalene ring results in the isomerization of BCBDA molecule.The introduction of carboxylic acid derivative EDA disrupts the dimer,which subsequently undergoes a structural conformation to form a novel porous structure.Furthermore,upon the addition of pyridine derivative PEBP-C4,N–H⋯O hydrogen bonds are the dominant forces driving the three coassembled structures.We have also conducted density functional theory(DFT)calculations to determine the molecular conformation and analyze the mechanisms underlying the formation of nanostructures.
文摘数字化教学能力是教育数字化转型时期教师必备的关键能力,深入探究并分析教师数字化教学能力的影响因素,是教育管理者和教师应对技术挑战、提升教学质量、培养创新人才的关键环节。基于此,文章依托统一接受和使用技术(Unified Theory of Acceptance and Use of Technology,UTAUT)模型,采用偏最小二乘结构方程模型(Partial Least Squares Structural Equation Modeling,PLS-SEM)和模糊集定性比较分析(Fuzzy-Set Qualitative Comparative Analysis,fsQCA)方法,对教师数字化教学能力的影响因素及其组合效应进行了实证分析。其中,PLS-SEM分析结果表明,绩效期望、努力期望、社群影响、便利条件和自我效能感对教师数字化教学意愿有显著的正向影响,并进一步正向影响教师的数字化教学能力;教师的自我效能感对数字化教学能力有显著的直接影响,且影响效应最强。而fs QCA分析结果显示,存在四条激发教师数字化教学能力的路径,在这些路径中数字化教学意愿和自我效能感是两个重要的前因变量,这弥补了结构方程模型分析的相对不足。文章通过研究,旨在为教育数字化转型时期教师数字化教学能力的提升提供实证依据。
