Taste and emotionality in rats selectively bred for high versus low saccharin intake

Rats were selectively bred for high versus low saccharin ingestion, a putative measure of enhanced stress and emotionality (Dess, 1991). In Experiment 1, third-generation Occidental high-saccharin (HiS) and low-saccharin (LoS) rats were tested for saccharin ingestion and emotionality. The saccharin test confirmed that the lines differed on the selection phenotype. In addition, LoS rats were more emotional, as evidenced by longer emergence latencies and more defecation in a modified open-field test. In Experiment 2, LoS rats had lower quinine preference scores and drank saccharin-adulterated glucose less avidly. These outcomes are reminiscent of the behavior shown by inescapably shocked rats. Unlike helpless rats, however, LoS rats drank less avidly during a dilute sucrose test, an effect more reminiscent of chronic mild stress. The lines did not differ reliably on intake of concentrated glucose or Polycose, even when the latter was mixed with saccharin. In Experiment 3, LoS rats preferred saccharin less strongly than did HiS rats at concentrations of 0.05% to 0.7% and had an aversion to a 1.0% solution. In Experiment 4, LoS rats were affected more by shock, as assessed by stress-induced anorexia. These and other recent findings support the notion of shared mechanisms for taste, emotionality, and stress vulnerability.     

体验式理论对高师生物教学的启示

当前高师生物课教学呈现出一种弱化趋势,课时减少、内容简化、学生求知欲淡薄、实验课和课外活动形同虚设。在生物学教学中实施体验式教学,就是教师根据教学内容积极创造各种亲身经历的情境,使学生在体验的过程中积极自主地构建知识,形成方法,发展思维,培养情感,促进学生的自我发展,从而发挥学生的主体作用,拓展学生的思维,提升教师的素养。     

体验教育的理论与实践研究

随体验教育是以体验为中介促进学生全面发展的一种教育价值观、方法论和教学策略。它强调知识与学习主体互动联系,不强求划一认识而尊重个体差异。针对当前教育中存在的一些问题,文章探析了体验教育的基本理念以及实施途径。     

论楚简《五行》成德进路的“体知”维度

从楚简《五行》篇非概念化的表达方式和由“思”而“一”、“独”,由“闻见”而“聪明”而“圣智”的成德进路来看,成德证道并非一种经验性的认知活动,而是一种内在直观在个体生命中的呈现,即体悟之知。“体知”与“认知”的根本区别在于:“体知”是一种非对象化的内证性认识活动,我与认识对象在本体意义上合为一体;“认知”则是主客二元对立的对象化认识活动,二者在知行关系、获得途径、表达方式等方面均有不同。儒家的“德性之知”是在“体知”的基础上统合“认知”,因此不能将“体知”之道完全套用西学知识论的框架加以解释,而应当具有中国文化本位的解释视域。     

论网络时代虚拟体验学习

体验学习是通过学习者亲历来获取知识的学习方式,强调从“做中学,学中做”.网络时代赋予了体验学习新的实现形式———虚拟体验学习.本文在笔者提出的体验学习模型的基础上,阐述了体验学习虚拟化的特征:体验情境虚拟化、交互虚拟化、体验过程虚拟化.简单说明了虚拟体验学习的不足以及与现实体验学习的关系.     

高职体验式英语教学多元评价体系探索与实践

高职大学英语课程评价以知识为基础的终结性评价为主,评价考核方式不尽人意.转变大学英语教学观念,实践体验式英语教学,采取形成性评价与终结性评价相结合的方式,逐步实现评价形式、评价内容和评价主体的多元化,有一定的现实意义.     

The Introduction of CLT to College English Experiential Teaching Mode

大学英语教学改革中,如何学好英语是基础,如何运用好英语是关键所在,怎样提高大学生的英语交际能力变得尤为重要。该文通过对英语交际能力组成部分的介绍来展现其在大学英语体验式教学中的重要性,进而探讨在运用交际英语教学法来提高学生的英语运用能力的过程中教师首先应该解决的问题。     

浅议生物教学中的体验式学习

学生的学习不仅是“文本式学习”,还应是“体验式学习”,教学的目的不仅仅是传授学生知识,更重要是培养学生终身学习的能力。在课堂教学中运用“体验式学习”教学模式是一种比较实用且行之有效的教学方法。     

植物识别课程中的体验式教学

针对植物识别课程中存在的准备不充分、脱离理论环节、场地选择随意、缺乏后期成果讨论交流和归集等问题,以注重学生参与、体验为目的,提出分别在实践准备、实践场地选择、实践场地库构建、实践具体实施过程、实践结果交流讨论呈现以及实践后资料归集等方面进行体验式教学控制,以期实现学生主导参与,教师引导示范的体验式教学。     

The Introduction of CLT to College English Experiential Teaching Mode

大学英语教学改革中,如何学好英语是基础,如何运用好英语是关键所在,怎样提高大学生的英语交际能力变得尤为重要。该文通过对英语交际能力组成部分的介绍来展现其在大学英语体验式教学中的重要性,进而探讨在运用交际英语教学法来提高学生的英语运用能力的过程中教师首先应该解决的问题。     

Assessment of Experiential Learning in business administration

A study at Syracuse University funded by the Cooperative Assessment of Experiential Learning resulted in the development of a model for the assessment of experiential learning and the awarding of appropriate academic credit in a given educational environment. Academic courses were restructured to incorporate clearly stated performance (outcome) objectives grouped in logical modules. Self-assessment instruments, based on these objectives, were developed to provide the basis for establishing the criteria for awarding academic credit based upon the results of the self-assessment. Students possessing measurable knowledge at a level above the predetermined criteria may be awarded partial or full credit for the courses completed. Faculty were utilized to validate the self-assessment of students and specify the credit to be recorded.     

体验式日语阅读教学探讨

人本主义教育观提倡以学生为本,体验式教学很好地体现了这一教育观。结合日语学习的特点,在日语阅读教学中可以进行体验式教学。提出了培养学生真正成为学习的主体,能主动思维,有一定反思能力的教学策略。     

Experiential aspects of exploratory behavior in rats

Twenty-four male rats were reared under three feeding conditions. These conditions manipulated the number and variety of exploratory behaviors required to obtain diets of powdered food and water in feeding boxes. One group performed minimal exploratory responses to obtain their diets. Another group shuttled between two feeding stations, thereby executing several exploratory components, primarily locomotor. The third group performed a considerable number and variety of exploratory components in search of their diets, located unsystematically throughout the feeding box. Adult testing occurred without food and water in an apparatus resembling the feeding boxes. The results showed that exploratory behavior was affected by feeding conditions, enhanced with increased dietary deprivation, and reduced across both trials and within-trial intervals. These results indicate that the particular exploratory behavior measured must be selected by reference to the subjects’ prior experience.     

水中总硬度测定影响因素的研究

文章通过分析pH值、水样温度、缓冲溶液、铬黑T指示剂、滴定速度、溶液中二氧化碳含量、重金属和氧化物等干扰因素对测定水中总硬度结果准确度的影响,提出相应的解决办法,从而提高水中总硬度测定的准确性。     

Meal size and intermeal interval both regulate schedule-induced water intake in rats

The present studies examined the effects of intermeal interval and pellet magnitude on the development and maintenance of schedule-induced polydipsia using a between-subjects design as contrasted with earlier investigations, which have exclusively employed within-subject procedures. In Experiment 1, pellets were delivered on one of six fixed-time schedules (20, 40, 60, 120,180, and 240 sec) to different groups of rats. Although the typical bitonic function relating water intake to intermeal interval was obtained, the function showed a wide plateau ranging from 60 to 180 sec. Experiment 2 demonstrated that both intermeal interval and pellet magnitude regulate schedule-induced polydipsia. While small-magnitude pellets could support drinking only at relatively short intermeal intervals, increasing pellet magnitude to medium or large resulted in drinking at progressively longer intermeal intervals. Indeed, we observed drinking on a fixed-time 720-sec schedule with large-magnitude pellets. These findings are derivable from the opponent-process theory of acquired motivation.     

物理课程的体验学习

“体验学习”作为一种学习方式的提出,顺应了我国课程改革转变学生学习方式的要求,有利于学生学习方式向现代学习方式的转变。不仅有助于加深学生的感性认识,而且对于发展学生的情感、态度、价值观等具有独特的作用。在物理课程中,可通过创设问题情境、亲历探究过程、学会及时反思、开展多元评价等方式为学生进行体验学习创造自我发展的空间。     

数学体验式教学策略探析

新课改背景下,数学课堂教学创新势在必行。教师要有创新意识,对教学调度手段展开全面更新和实践,为学生带来更多鲜活数学体验认知,促进学生数学能力的提高。为学生创设适宜学习情境,增加数学操作,接轨生活数学,可以成功激活学生体验认知。文章对数学体验式教学策略进行探析。     

体验式英语教学模式在独立学院中的应用探讨

"体验式英语教学"作为一种新的教学理念,受到了越来越多的关注。基于独立学院大学英语教学面临的问题与挑战,提出了"体验式英语教学——学习模式",认为体验式教学不仅是学生的"学习体验",更是教师的"教学体验"。体验式英语教学有助于促进学生的认知学习,提高课堂教学质量。因此,将体验式英语教学融入大学课堂教学中,对于独立学院课程教学改革具有重要意义。     

旅游管理专业体验式实践教学模式探讨——以《导游业务》课程教学改革为例

体验式教学是“以学生为中心”,让学生通过“亲身体验”来获取知识并能够应用到实际的教学方法,将其运用于旅游管理专业实践教学能有效地提高实践教学的效果。本文在探讨旅游管理专业运用体验式教学意义的基础上,提出了体验式实践教学的模式,并结合《导游业务》课程的内容,探讨了体验式实践教学模式的应用。