水电模拟实验虚拟仿真教学平台的设计

以相似理论为指导思想,采用数值仿真技术,设计了虚拟仿真水电模拟实验平台。它基于Matlab平台,对实验过程中出现的电场进行数值模拟,并通过面向对象的编程技术,将仿真的结果嵌入到VB开发的软件框架中,实时模拟实验室的操作步骤。水电模拟实验虚拟教学平台由电场模拟、电路模拟、移动测量、数据显示和实验指导模块构成。前4个模块分别对应物理模拟实验装置中的油藏模拟、低压电路、测点定位、数据采集系统,第5个模块是为了满足实验教学的需求而增加设定的。以具体的实验为例,验证了所设计的实验平台的可行性和有效性。相对于常规的物理模拟实验系统,虚拟实验系统具有节约实验耗材、课时安排灵活等优势,具有较强的实用意义和推广意义,教师可利用仿真虚拟实验平台辅助物理模拟实验课程教学,以达到最优的教学效果。     

EDA仿真技术在《电力电子技术》实验教学中的运用

本文通过调光电路实例探讨了在《电力电子技术》课程教学中应用EDA仿真技术进行模拟实验的教学方法。可以看出,Multisim仿真软件为教学质量的提高提供了良好的促进手段．对激发学生学习兴趣,增加动手能力及研究分析问题的能力大有裨益。     

数控教学实验仿真系统的研制

本文介绍了采用计算机仿真手段对数控插补原理,标准代码编程,操作指令解释,动态轨迹描绘等内容进行教学和模拟实验的软件系统。对该系统的整体组成,主要设计思想,系统特点,运行状况及仿真技术应用前景等问题进行了论述,作为辅助教学实验手段,为课程的学习提供了有力的服务。     

虚拟仿真技术在材料学科实验教学中的应用探索

利用虚拟仿真技术,有效缓解当前材料学科实验教学中存在的诸多问题。建设包括管理和虚拟系统两个部分在内的虚拟仿真课堂,每一个实验项目包括全局演示、指导教师操作演示、主观操作模拟实验和互动交流四个部分。通过试推广表明,仿真技术与实物实验相互配合,可增强实验教学效率和教学效果,缓解了当前材料学科实验教学中存在的问题,提高实验教学质量的同时有效降低实验对教学资源的依赖性。     

基于虚拟仿真的新城疫实验室诊断实验设计与应用

动物传染病学是高等学校兽医学相关专业的主干课程之一,病原学诊断实验与虚拟现实技术相结合,是实验室建设的重要研究方向。针对传统的鸡新城疫实验室诊断实验教学的问题,利用虚拟仿真技术构建模拟实验场景和实验系统,对鸡新城疫实验室诊断虚拟实验教学的设计进行了初步探索。通过自主学习,提高了学生的学习兴趣,教学效果良好,可进行进一步的推广和示范。     

基于网络的护理模拟实验平台的构建与应用

结合目前国内高等护理实验教学的现状及特殊性,运用计算机模拟仿真技术,设计了基于网络的护理模拟实验平台,介绍了该平台的优势、结构、功能、设计思路及实现方法等,并将该平台运用到护理实验教学中,收到了较好的效果。     

触摸屏在PLC实践教学中的应用

针对目前高职PLC教学中的实践教学设备存在的问题,提出了把触摸屏和软件仿真技术引入教学课堂中来的办法。基于这个想法,组成了模拟实验教学用具。实践证明,这样的结合有力地促进了学生的学习兴趣,大大增加了实验操作的安全性,明显降低了实验成本,并且更接近于实践应用。     

模拟仿真技术在“多层次多阶段”生产实习中的应用分析

文章介绍了多层次多阶段生产实习的概念,主要阐述了模拟仿真技术在多层次多阶段生产实习过程中所起到的作用和实际应用情况,指出了模拟仿真技术的优势和特色.通过应用模拟仿真技术,培养了学生的工程实践能力,提高了实践教学质量.针对应用实际,提出了存在的问题和解决措施,对今后的具体改革进行了展望.     

基于Flexsim生产平衡的研究

近年来,系统仿真技术得到了迅猛发展。Flexsim系统仿真技术模拟在生产过程进行平衡方面具有较大优势。而生产平衡是工业工程领域的一个重要分支,如何对企业的各种资源如人员、设备、物料和能源等进行合理运用,来提高企业运行的效率,运用Flexsim系统仿真技术可以发现瓶颈问题,有效提高产线平衡率。本论以QF公司的生产线为研究对象,运用Flexsim系统仿真技术对其进行生产线平衡的改善。     

利用CAI改进高职院校实验教学

计算机技术的迅速发展和普及给高等职业院校实验室建设和实验教学改革注入了新的活力,尤其是计算机辅助教学(CAI),对实验教学改革提出了新的课题.CAI用于实验教学,实际上是利用计算机仿真技术,将实验室中各种仪器设备的工作原理、实验步骤、操作过程、实验现象、实验结果和数据处理等有关的信息制成教学软件,让学生在计算机上模拟实验操作,进行理论和实践诸方面的升华.     

中学生物实验教学现状分析与对策

分析了中学生物实验教学的现状，并就如何加强中学生物实验教学，提高中学生物教师素质进行了探索。     

《传感器原理》实验教学的启示

传感器原理是测控技术及仪器专业学生学习的一门专业基础课程,尤其实验教学是培养学生实际动手能力的一个重要环节.文章从目前传感器原理实验教学中存在的部题着手,就如何有效地提高传感器原理及其实验教学的质量,进行了分析和探讨,并取得了一定的成效。     

Engineering students' understanding of the role of experimentation

Resource constraints have forced engineering schools to reduce laboratory provisions in undergraduate courses. In many instances hands-on experimentation has been replaced by demonstrations or computer simulations. Many engineering educators have cautioned against replacing experiments with simulations on the basis that this will lead to a misunderstanding of the role of experimentation in engineering practice. However, little is known about how students conceptualize the role of experimentation in developing engineering understanding. This study is based on interviews with third-year mechanical engineering students. Findings are presented on their perceptions in relation to the role of experimentation in developing engineering knowledge and practice.     

The Interaction of Domain-Specific Knowledge and Domain-General Discovery Strategies: A Study with Sinking Objects

Recent work on scientific reasoning has largely focused on either domain-specific content knowledge or domain-general reasoning knowledge. This study investigated the interaction between the 2 types of knowledge in a real-world domain in which strict control of variables was not possible. We used a context, sinking objects, in which 10-, 12-, and, 14-year-old children's strong a priori beliefs could be revealed by participant-designed experiments. The results showed that most children initially believed weight alone determined an object's sinking rate. Older, but not younger, participants typically viewed experimentation as a means of exploring the effects of attributes other than weight. However, experimentation did help all children to understand the effects of object shape and material on sinking rates. The results suggest a number of questions for further research, including how children come to understand experimentation as a matter of evaluation rather than demonstration, and the role of unexpected experimental results in driving conceptual understanding.     

《微机原理与接口技术》课程的实验设计

在《微机原理与接口技术》课程的教学中,实验教学是提高教学质量的重要手段之一,如何设计既体现理论性又贴近现实的实验是至关重要的.现提出了硬件实验设计的基本原则,并给出一具体实例.     

Still keen and committed: piloting an instrument for identifying positive veteran teachers

ABSTRACT

Since the mid-1980s, the working lives of teachers has become an enduring research topic. Much research has focused on early-career teachers and is often reported from deficit positions, i.e. why they leave the profession. However, career trajectory studies have described a small cohort of veteran teachers who remain positive and committed to teaching. This article reports on the creation and piloting of an instrument designed to test whether this positive cohort can be empirically identified within a wider teaching population. Four constructs (experimentation, challenge, comfort and leadership) drawn from Huberman (1993), and Day and Gu (2007) formed the basis for an online pilot survey completed by 145 teachers. Exploratory and confirmatory factor analysis supported three of the four factors (experimentation, comfort, leadership), with challenge loading strongly with experimentation. Initial findings suggest the potential of the instrument in helping identifying positive veteran teachers within systems, as well as the voracity of the research approach. Examining and articulating how these veteran teachers maintain their positive outlook may prove valuable as many countries confront an ageing teaching workforce, increasing student numbers and difficulties in retaining experienced teachers, meaning those who remain will be expected to sustain their commitment for longer.     

Investigations of a complex,realistic task: Intentional,unsystematic, and exhaustive experimenters

This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week‐long, technology‐enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well‐established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745–770, 2011     

直线拟合对传感器线性度的影响

文章提出了线性度和拟合直线的概念，介绍了直线拟合的3种方法，结合扩散硅压力传感器的实验验证了直线拟合方法对传感器线性度的影响，并指出了目前该领域研究的方向。     

Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific information. This work investigates young children’s science concept learning via inquiry-based instruction on the thermodynamics system in a developmentally appropriate, technology-supported learning environment. First- and third-grade students participate in three sets of guided experimentation activities that involve using handheld computers to measure change in temperature given different types of insulation materials. Findings from pre- and post-comparisons show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. The instruction groups outperformed the control groups on multiple measures of thermodynamics knowledge, and the older children outperform the younger children. Knowledge gains are discussed in the context of mental models of the thermodynamics system that include the individual concepts mentioned above and the relationships between them. This work suggests that young students can benefit from science instruction centered on experimentation activities. It shows the benefits of presenting complex scientific information authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry and experimentation.