浅析《工程力学》课程的教学改革与创新

随着我过科学技术的飞速发展高校教学的不断深入,通过〈工程力学〉课程的教学特点结合教学的实际情况,从教学内容、教学方法、教学环节等方面,进一步推进教学改革使课堂质量有所提高.本文针对高校学生对〈工程力学〉课程不够重视、不会应用等学习问题,提出教师在教学过程中教学模式上的创新,从而提高学生的学习兴趣培养学生分析解决问题的能力.     

对高校工程力学课程的多方位思考

工程力学是高校工科非机械类专业的重要基础课程。本文作者结合多年来从事这门课程教学的一些经验,针对工程力学课程普遍存在的问题,在授课内容、授课方法、学习方法、教材建设等方面给出了一些建议。     

多媒体网络教学模式在工程力学教学中的应用

当前工程力学教学中常用的几种多媒体手段具有各自的优势与不足,对教学效果产生的影响各异。结合多种媒体技术,工程力学教学应以Internet为载体,发展全新的多媒体网络教学模式,将课堂教学、远程教学、电子作业、电子辅导、论坛交流等功能综合起来,形成教师与教师、教师与学生、学生与学生的立体交叉的教学、学习和讨论方式,充分发挥Internet信息传递迅捷方便、资源共享、资源互补的优势,提高工程力学教学质量。     

技工学校工程力学《绪论》一节教学浅析

技工学校工程力学《绪论》一节是本课程的开篇之讲,讲授效果如何,能否引起学生学习工程力学的兴趣,对教师以后的教学以及调动学生学习的主动性等都有重要影响,所以《绪论》的作用可以说是举足轻重的,如果一开始学生就感觉工程力学枯燥难懂,那么在今后的教学中就很难调动学生的学习积极性。对于《绪论》讲些什么,如何讲解,应引起教师们的重视。     

高校英语精读课中合作学习的运用

精读课程是高校英语专业的基础课程之一,对提高学生的综合实践能力有着重要帮助,需要得到教师和学生的关注。然而高校精读课存在教学模式单一、教学任务繁重等问题,教师无法为学生提供良好的教学体验,学生的综合实践能力难以得到提高。为解决该问题,教师应该重视合作学习,帮助学生增强自主学习、批判性思维等综合能力,从而提升英语精读课程教学水平,达到促进高校教育综合发展的目的。     

高校工科专业工程力学课程教学改革研究与实践

工程力学是高校工科专业的专业基础课程之一,在力学课程的学习过程中起着关键作用。但工程力学课程的教学与学习过程中仍存在较多问题,过于重视理论教学,未能与社会实际需求与实际工程进行有效结合。本文分析了目前高校工科专业工程力学课程教学过程中存在的问题,研究了工程力学课程教学改革与实践。     

基于在线视频辅助的材料力学教学实践研究

材料力学课程是许多工科专业重要的专业基础课,随着高校的扩招,教师教学压力相应增大,计算机和网络技术的发展为在线视频辅助教学提供了条件.河南工业大学工程力学中心开展了传统课堂教学、传统课堂教学与在线视频相结合、翻转课堂等多种方式的材料力学教学实践,利用材料力学国家精品资源共享课和材料力学河南省精品在线开放课程等平台,提供在线视频辅助学生学习.结果表明,在线视频辅助学习可以较好的帮助学生提高学习材料力学的兴趣和学习效果.     

高职机电专业《工程力学》课程教学改革的探讨

从《工程力学》教学现状分析出发,探讨了存在的一些问题,从培养学生良好学习情感入手,围绕学生分析问题、解决问题能力和综合应用能力的培养和提高来组织教学,进行了教学内容、教学情境、教学实施等全方位的改革方法,经过实践检验取得了良好效果。     

谈大学工程力学课程的教学思想

本文简要论述了大学基础课工程力学的几点教学思考。工程力学课程先要让学生明白两个问题,即首先要让学生理顺力学与物理的关系,其次力学既是一门基础科学,又是一门技术科学。在此基础上,教师除了讲授书本知识外,还可从工程力学蕴涵的哲学思想、工程力学与其他各门学科的相关性、力学史及工程实例来授课,并充分把多媒体和板书有机的结合起来,这不仅有助于活跃课程氛围,还可以让学生变被动学习为主动学习,充分调动了学生学习的主观能动性,从而更有利于激发学生的思维和创新能力。     

面向专升本学生的“工程力学”教学探讨

针对专升本学生在学习"工程力学"课程中出现的问题,分析影响教学效果的主要原因,探讨并尝试了一些改进措施,取得了初步的教学成效。     

Supposer et postuler pour produire des connaissances scientifiques: une évidence ou une conquête théorique? Une étude des points de vue d'étudiants

Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.

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Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.

     

Retooling Education: Testing and the Liberal Arts

The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters. Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.

A Longitudinal Analysis of the Relations Among Professional Development,Educators’ Beliefs and Perceived Skills,and Response-to-Intervention Implementation

ABSTRACT

Professional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.     

A validated instrument measuring students' perceptions on plastinated and three-dimensional printed anatomy tools

Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of $x$² (147) = 211.568, P < 0.001, root mean square error of approximation = 0.068, root mean square residual = 0.064, comparative fit index = 0.946, and Tucker Lewis index = 0.937. The Cronbach's alpha for the individual factors ranged from 0.74 to 0.95, indicating good internal consistency. This demonstrated a psychometrically valid and reliable instrument to measure students' perceptions toward plastinated and 3D printed models.     

“Street Love”: How Street Life Oriented U. S. Born African Men Frame Giving Back to One Another and the Local Community

This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life” as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational, conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists, social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love, revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street love”.

Childhood disclosure of sexual abuse: Necessary but not necessarily sufficient

Prevention programs often encourage sexually abused children to disclose without fully considering the potential for adverse consequences. This study examined the impact of disclosure on abuse cessation and later adult symptomatology. A clinical sample of 301 adult survivors completed the Impact of Event Scale (IES/IES-R), and the Beck Depression Inventory (BDI-II). Participants were divided into 3 groups: Nondisclosure (n = 221), Disclosure/Abuse Ended (n = 25), and Disclosure/Abuse Continued (n = 55). Multivariate analyses of covariance, adjusting for abuse characteristics (age of onset, penetration, and number of perpetrators) and other trauma exposure, revealed significant differences in psychiatric symptom severity among the three groups, Wilks’ λ = 0. 95, F (6, 584) = 2.69, p = 0.014, η_p² = 0.03. Specifically, those in the Disclosure/Abuse Continued group scored significantly higher on the IES/IES-R Intrusion subscale (p = 0.04) and the BDI-II (p = 0.01), as compared to the Nondisclosure group. The Disclosure/Abuse Ended group did not differ significantly from the other groups. Results suggest that disclosure may be detrimental unless adequate steps are taken to ensure abuse cessation and appropriate treatment.     

Phase diagram estimation of the Al2O3-SiO2-Re2O3 systems

Nine limiting binaries of Al₂O₃-SiO₂-Re₂O₃(Re=Nd, Sm, Gd and La) system are assessed. The binary diagrams or experimental information from Toropov, Mizuno, Aramaki, Bondar, Rolin and Coutures are optimized with the substitutional model of Kaufman and Nesor and the approximate formula of fusion free energy for rare earth element oxides of Wu and Pelton. The extracted Gibbs free energies of pure solid oxides and stoichiometric phases and the solution parameters are used to estimate the corresponding binaries, liquidus surfaces and a series of isothermal sections of four ternaries Al₂O₃-SiO₂-Nd₂O₃, Al₂O₃-SiO₂-Sm₂O₃, Al₂O₃-SiO₂-Gd₂O₃, and Al₂O₃-SiO₂-La₂O₃. In the Al₂O₃-SiO₂-Gd₂O₃ system samples as fired at exact temperature with different compositions were analyzed by X-ray diffractometer and the detected results are fitted with the calculation of isothermal sections. Supported by State Key Lab of High Performance Ceramics and Superfine Micro-structure (9517 and 9708)