大学学科等级制度的建构逻辑

大学各门学科地位差异的形成,源于不同主体建构的一整套评价标准。学者们按照专门化、规范化、理论化标准判定学科的学术地位;政府、大学和求学者等社会主体则根据各门学科对各自的功能意义对大学学科赋予不同的等级。在学科等级规范得到规定者和参与者的广泛认同后,等级标准遂演化为一种社会公意,控制着学科建设实践并将其制度化。     

安全工程专业实验教学体系的研究与探索

该文首先分析了目前安全工程专业实验教学中普遍存在的问题。结合国内部分高校实验教学经验,研究了安全工程专业实验教学体系,主要包括实验教学内容和方法、实验考核、实验教学环节和实验室安全管理,该实验教学体系既能突出安全工程专业特色,同时对于安全工程专业学生综合能力和素质的培养具有重要的作用。     

面向工程实际的机械类研究性实验教学模式

研究性实验是一种重要的实验形式。机械学科具有鲜明的工程实践性,因此实验教学课程设计一定要立足工程实际。开展好该类型的实验,除了明晰研究性实验的诸多关键点,还要关注学科差异性。     

工程训练成绩管理系统的设计

针对工程训练成绩管理过程中的一些特点,开发出一套基于Internet成绩管理系统,该系统包括工程训练成绩的输入、汇总、查询等一系列功能,满足了工程训练成绩管理工作中的需要.     

Assessment for community service types of experiential learning in the engineering discipline

While experential learning has been increasingly explored and adopted by higher education institutions, few have researched the appropriate assessment methods that can be aligned with the learning outcomes of experential learning. A literature review on the diverse forms of assessment currently used for community service types of experiential learning in higher education is presented in this paper to review their appropriateness in assessing experential learning. The paper also describes the assessment framework of the University of Hong Kong Sichuan Reconstruction Community Service Project, which is incorporated into a multidisciplinary community service learning project. Feedback from students and teachers are reviewed to gauge their preferences towards these assessments, as well as their opinions on assigning academic credits to experential learning projects.     

一流学科建设背景下土木工程实验室教学改革对策研究

实验室建设是土木工程学科发展的基础和重要保障,为一流学科建设起到重要的支撑作用,而人才培养是一流学科的重要特征。该文针对土木工程学科,阐述了实验室对土木工程一流学科建设的必要性,指出了目前实验室在支撑土木工程一流学科建设中面临的问题,并在此基础上提出了实验室支撑一流学科建设的对策。     

农业水利工程专业理论力学课程教学改革探索

理论力学是农业水利工程专业的一门重要基础课,为适应知识经济对创新人才培养的要求,合理进行课程教学改革及提高教学质量势在必行。结合我国高等教育改革和新形势下的教学要求,分析山西农业大学理论力学课堂教学中存在的问题,并提出一套适合本专业的教学改革方案。     

Educational psychology as an evolving discipline: trends and synthesis in Asia Pacific Education Review

Educational psychology has seen rapid growth as an academic discipline in recent years. The current study reviewed research articles published in Asia Pacific Education Review (APER), a journal that has been gaining greater international recognition, to reveal recent trends in educational psychology research in Asia Pacific. Specifically, the study reviewed general (country, research methods and academic subject) and topical trends among 84 articles published in APER from 2005 to 2013. Findings of the study revealed that studies on diverse age groups were conducted in various countries. Although quantitative research greatly outnumbered qualitative research, qualitative research appeared to be increasingly accepted. Topics from special education and counseling were actively studied, with the greatest focus on learner characteristics highlighting individual differences. Outlined research trends and related discussions in this study may be useful for educational psychology researchers in East Asia.     

结合学科特点和自身优势建立生物医学工程本科专业实验教学体系

生物医学工程是一门交叉性很强的学科。我校在该领域的科研优势主要在于生物医用材料及医疗器械方面。以此为基础,2003年建立了生物医学工程本科专业。为使学生通过本科阶段的学习,既能掌握该专业的综合知识,又具有较好的创新能力,我校结合自身科研优势,对建立有特色的实验教学体系进行了初步的研究和探索。该文介绍了此实验教学体系的目标和特色,介绍了实验教学内容和实验室的设置以及实验教师的配备情况。实验内容强调基础知识,注重交叉学科特点和体现自身特色。设置了生物医学实验室、生物电子实验室和医疗器械实验室。编写了相应的实验教材。     

共享学科资源优化学科结构

文章认为军队院校较为单一的学科结构已不能适应新型军事人才培养和科学技术发展的需要,院校合并、自我发展和建立虚拟学科结构是院校学科结构优化的三种方式,进而分析了军队院校采用虚拟学科结构方式优化学科结构的可行性.     

“学科”考辨

对学科概念的认识可分为教学科目说、创新活动说、知识门类说、科学分支说和双重形态说。现代大学所强调的学科建设有两种不同语义上的指谓,一是作为知识体系的学科的不断发展和完善,即一门门学科在知识上的增进;二是作为不同学科要素构成的组织的建设,即作为知识劳动组织的学科建设。因此,可以从“作为知识分类体系”和“作为知识劳动组织”两层语义上来甄别学科。     

抓好学科规划与建设创建"人民满意、世界一流"大学

抓好学科规划与建设是建设世界一流大学的基础性工作,因为一流学科是创建世界一流大学的必要条件,多学科的架构是创建一流大学的基础。当前在我国高校学科规划与建设中必须解决将创建一流大学等同于一流学科、学科规划与学科建设相脱节、学科规划与建设缺乏整体眼光和中国思路以及盲目追求学科门类齐全、学科设置同质化等问题。中国人民大学为创建“人民满意,世界一流”大学,对学科规划和建设工作做了几点深入思考。     

我校药学院本科生就业趋势分析

以我校2013届药学、药物制剂专业本科生就业方向相关数据进行统计对比,分析我校药学类本科生的就业趋势,并且针对存在的问题提出改进意见,以对药学类专业学生科学开展就业指导工作提供一些参考。     

堤防工程渗流模拟分析

构建了渗流模型、建立了渗流模拟方案。为分析不同水位条件下的渗流及破坏情况,根据资料分析和野外调查结果,采用包括50年一遇设计洪水位,大洪水年洪水位以及200年一遇超大洪水位进行模拟分析。主要对混合堤加以分析,得出堤防的流动路径图、渗流速率云图和坡降云图,并对渗流结果进行分析。在3种不同水位方案下堤防渗流场、流速的影响分析结果,以及坡降数值结果与破坏可能性分析结果表明,在50年一遇设计洪水位、大洪水年最高洪水位条件下堤防不易产生渗透破坏,堤防抗渗稳定性均能满足要求。在200年一遇超大洪水位条件下堤防易产生渗透破坏,需要采取工程防渗措施。     

高等教育作为一门学科

高等教育是一门学科,还是一个研究领域,长期以来争议颇多。高等教育能否作为一门学科,应根据历史的经验,参照学科制度化的标准,透过现象看本质。无论名称如何———称为研究领域或是称为学科,世界范围内,高等教育已处在学科制度化的进程之中。     

Learning objects and learning content management systems in engineering education: implications of new trends

Learning objects and learning content management systems are considered to be ‘the next wave in engineering education’. The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education using learning objects delivered on demand to students were put to the test. The hurdles that need to be overcome and the benefits of using learning objects and learning content management systems are discussed. This paper is concluded with a discussion of the findings for future developments in engineering education.     

《向阳坡》上的规训权力解析

所谓的规训权力在现代社会各个部门有着很强的渗透力,能抵达最细小,最偏僻的地方,如一只无形的手伸展到社会生活的每一个角落。即使在幽闭的乡村也是一样,随着市场经济的植入,资本伦理逐渐取代了曾经固守在人们灵魂深处的传统民间伦理,在个人化日常生活叙事中,也充满了如福柯所言的规训权力。通过仔细阅读文本《向阳坡》,发现体制化规训权力是外在的,显形的;潜伏在乡村里的生活化规训权力是内在的,隐形的,并且对人的钳制力更大。     

Attributions and discipline history as predictors of child abuse potential and future discipline practices

OBJECTIVES: We attempted to identify factors that can be applied in primary and secondary prevention programs and expand the understanding of why those who were not abused may engage in abusive behavior. The purpose of this research was to explore how young adults' attributions of whether they deserved their childhood discipline, as well as their abuse history, relate to physical child abuse potential and their discipline plans for their future children. METHOD: A sample of 140 non-parent college students were asked to report on their discipline history, perceptions of that discipline, child abuse potential, and expected discipline practices. An age range of 18-20 was targeted for multiple reasons, including the suitability of these young adults for primary and secondary prevention programs. RESULTS: Analyses revealed that both physical child abuse potential and future discipline practices were independently predicted by respondents' belief that they deserved their discipline in conjunction with the harshness of their childhood discipline. DISCUSSION: These results suggest that the attributions of self-blame held by young adults about their discipline experiences are significant for increasing physical abuse potential regardless of whether the individual reports a history of abuse.