The Use of an Automatic Computer System in Teachin

PLATO II is an automatic teaching device designed to teach a number of students concurrently, but independently, by means of a single, central, high-speed computer. Only two student sites have been constructed thus far, but, in principal, the number of students that can be taught by PLATO II is limited only by the capacity and speed of the central computer. The power of such a computer-based teaching system stems from its ability to ask complex questions, judge the students' answers to these questions, and take an appropriate course of action on the basis of student responses. The computer also keeps detailed and accurate records of student performance, which are extremely useful guides to improving course content. The paper reports in some detail a study using PLATO II to teach nine undergraduate students a portion of a course on computer programming. By way of example of what can be done, the paper presents some analysis and interpretation of data gathered by the computer in the course of the study. The apparent effectiveness of PLATO II as a teacher, as well as the kinds of problems encountered in preparing lesson material for an automatic system, are discussed.     

An evaluation of the SOAR-High Project: a Web-based science program for deaf students

The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels.     

CAT model with personalized algorithm for evaluation of estimated student knowledge

This article presents the original model of the computer adaptive testing and grade formation, based on scientifically recognized theories. The base of the model is a personalized algorithm for selection of questions depending on the accuracy of the answer to the previous question. The test is divided into three basic levels of difficulty, and the student automatically goes from one level to another according to the current level of the knowledge that he shows. Such examination creates an image to the student that the test was set up just for his level of knowledge. On the basis of responses, by applying Bayes’ theorem and the Maximum a posteriori approach, the evaluation grade is formed. In fact, based on empirical probability values, which correlate with obtaining of a certain final grade and the accuracy of answers to each question individually, model creates a score that corresponds to the current level of student’s knowledge. After each test answer, the empirical probability value is updated. That further contributes to the statistical stability of the evaluation model. Testing stops when the student answers the minimum number of questions, determined by a teacher, or, when evaluations show a clear convergence towards a single value. The research method and some results of the testing of the hypotheses as well as authors’ conclusions about CAT as a tool for evaluation of students are presented at the end of the article.     

设计性综合开放实验教学模式探索

针对“材料科学基础实验”传统教学模式效果差，学生兴趣低等问题，大连理工大学材料系提出设计性综合开放实验教学模式，经过几年实践教学验证表明，新教学模式为学生提供了一个很好的综合性实践平台，使学生的创造性思维能力以及分析问题的能力有明显提高，提升了学生工程素质。     

基于ASP和ADO技术的动态交互式教学网站

该文介绍了如何应用ASP和ADO技术创建动态交互教学网站，网站内容可以实时更新，实现的功能包括BBS论坛、聊天室、公告板、教学资料下载中心、网上测试等。通过该网站，教师可以发布教学公告、布置／批改作业、答疑解惑，学生可以完成自学、和老师或其他学生讨论、下载教学资料，实现了教师和学生之间的互动式教学模式。     

计算机教学中"发现法"教学初探

发现法教学就是学生在教师的指导下，依据教师提供的材料，通过自己的学习，主动地去发现问题．从而提高学习积极性，变被动学习为主动学习。将“发现法”结合到计算机教学中．是提高计算机教学质量的一个有效途径。     

实践教学对提高大学生能力素质的思考

实践教学是高校培养学生能力素质的重要环节和有效途径，由于社会对大学生的能力素质提出了更高的要求，学生有发展能力、实现自我的要求，本强调实践教学对提高学生能力素质的特殊作用，分析实践教学存在的问题并提出对策。     

The Education of Future Aeronautical Engineers: Conceiving, Designing, Implementing and Operating

This paper will outline answers to the two central questions regarding improving engineering education: (1) What is the full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and at what level of proficiency? (2) How can we do better at ensuring that students learn these skills? The suggested answers lie within an innovative educational framework, the CDIO (conceive–design–implement–operate) Initiative. This initiative will be described along with the needs it meets, its goals, context, vision and pedagogical foundation. The first question is answered by the CDIO Syllabus and the process for reaching stakeholder consensus on the level of proficiency that students should attain in a given program. The second question is addressed through a best practice framework, which discusses curriculum design, design-implement experiences, teaching and learning, student assessment, program evaluation and faculty competence. Examples are provided of the implementation of best practices within the CDIO program in Aeronautics and Astronautics at the Massachusetts Institute of Technology (MIT). Reprinted with the permission from International Council of the Aeronautical Sciences (ICAS) www.icas.org This paper was originally presented at ICAS 2006 Congress in Hamburg, Germany and included in the congress proceedings.     

大学课堂:思考着的教学

带着一满荷包问题走进教堂的课算好课,将问题穿插于全过程的课算好课,不断引导学生去思考、去发问的课算好课;一个便于在课堂上让自己自由畅想的教案是好教案;一个让人回头来看时多少觉得可笑的教案是好教案;常问的学生是好学生,爱问、会问的学生是更好的学生,问得很深刻、很奇特,更可能是杰出人才的未来之星。     

谈语文课堂“有效倾听”的检测

语文课堂的"有效性"可以通过"教师的问与前一个学生的答之间的关系"和"问题的内涵分析与学生课堂达成度之间的关系"来检测的。有效倾听有助于教师在语文课堂上对所教的学生深入了解;有助于教师诊断学生的学习需要;有助于教师为继续执行或改进自己的教学行为做准备。     

课堂心理实验:创新高师公共心理学教学的手段

心理学是一门建立在实验基础上的科学.纵观心理学的发展史,我们可看出,正是因为实验心理学的发展,心理学有了自己的自然科学基础,才使心理学完全从哲学中分离出来,成为一门独立的科学.随着科学技术的进步,实验心理学研究方法与手段不断完善,心理学越来越深入地揭示了各种心理活     

非计算机专业高级程序设计语言课程教学模式探讨

高级程序设计语言课程是高校重要的计算机基础课之一。本文从注重非计算机专业学生知识、能力和素质培养的教学理念出发,提出了老师指导下的学生自主型学习模式以及相关的教学方法和教学实践方案,以达到改善学生知识结构,充分挖掘学生的学习潜力,增强学生动手能力的目的。     

成人教育"差异教学"策略

差异教学是当今教学改革的热点。成人学员是一个个别差异较为显著的受教群体,成人教学过程中必须照顾到学员的个别差异;根据实验研究,在教学中照顾差异,为每个学生提供适合他们自身发展的方式,可以有效地提高学生的学习成绩。     

浅谈药理学学习兴趣的培养

文章探讨药理学课程通过上好起始课,结合临床实际进行教材与教法改革,热爱学生,保护学生的自尊心,引发学生的好奇心等方式,培养学生学习兴趣。     

加强高校法律案例教学的以人为本理念

传统法律教学是灌输式教学,其弊端是见物不见人,把学生当作被动接受法律知识的机器,忽视学生能力的培养。当前案例教学是举例式教学,比传统灌输式教学有所进步,但案例分析仅是讲授式教学的辅助手段。现代法律案例教学的关键是以人为本,教师应真正树立学生的自信心,提高学生的积极性,开发学生的创造力,展现学生的想象力,增强学生的表现力,从而满足依法治国,建设社会主义法治国家的需要。     

Evaluating the quality of peer and self evaluations as measures of student contributions to group projects

ABSTRACT

Educators in higher education commonly use peer and self evaluations to help assess student performance on group projects. Although these evaluations provide multiple benefits, many educators are wary of using them due to concerns about their quality. This study addresses three questions debated in the literature regarding the quality of these assessments. How much do students differentiate among peer contributions through their ratings? How reliable are peer ratings? How much agreement exists between peer and self ratings? Although these questions have been addressed to varying degrees in past work, their answers have been far from settled. While many studies focus on just one of the questions, this study’s data make it possible to address all three questions for the same group of students as well as examine each question by student performance level. The evaluations assessed in this study were completed by a large number of students under conditions associated with obtaining more valid and reliable ratings. Overall, the results provide support for using peer and self evaluations to help assess student contributions to group projects. Peer ratings were largely reliable as group members generally agreed on the scores given to their peers. In addition, most students differentiated among group member contributions through their ratings. Students also tended to rate themselves higher than their peers rated them. This study has implications for how peer and self evaluations can be most effectively used by educators to measure student performance in group work.     

ACM/ICPC与IT企业人才培养探索与研究

为了全面提高计算机相关专业学生适应国际IT企业专业素质要求,文章主要分析了国际IT企业人才的专业素质要求,结合ACM/ICPC这种不同于传统计算机课程教学的独特学习模式,对计算机学科本科生知识的传授、能力的培养和专业素质的提高提出了自己的观点及改革措施。通过ACM/ICPC的独特学习模式,对学生的专业素质提高起到了较好的效果,得到了企业的良好赞誉。     

化学教学中学生学习兴趣的培养

兴趣是最好的老师，激励学生学习化学的兴趣是化学教学的重中之重。在化学教学中，应巧设悬念诱发学生的学习兴趣，诱导探究激发学生的学习兴趣，研讨释疑增进学生的学习兴趣。     

一道物理中考题给我们的启示

在素质教育中,考试题也与"应试教育"中的有很大的区别.开放性题目就是这类试题之一.这类试题立足于课本,但不局限于课本,它重点在考察、提升学生的综合能力.它的作用不仅是考察学生的能力,而且也是学生的学习过程,它还是一种引导手段.     

背诵——学习英语的一条有效的捷径

通过教学过程当中的一个实验及其对实验结果的理论分析 ,回答了下面的三个问题 :(一 )为什么要背诵 (二 )怎样背诵 ?(三 )背诵什么 ?得出结论 :背诵在英语学习中的作用的确是不容忽视的 ,背诵是学习英语的一条有效的捷径