专业认识实习教学问题及探讨

专业认识实习是一门重要的机械专业实践课程,该课程可在学生学习专业基础课之前提高学生对本专业的感性认识,巩固专业意识,激发学习热情,明确努力方向。使学生了解本专业的生产、技术、营销和管理方面的实际知识,培养学生观察问题和分析问题的能力,为后续专业理论课程的学习奠定实践基础。     

浅析计算机专业中《离散数学》教学方法的改进

离散数学是计算机科学与技术专业必修的专业基础课程.学好该课程对于学习计算机专业的其他课程以及培养学生抽象思维能力和解决问题的能力十分重要.计算机专业学生学习离散数学应注重与学科结合的重要性、注重课堂教学方法的改进,理论联系实际,激发学生从计算机角度出发来学习数学知识的兴趣.     

高职建筑构造课程模块化设置研究

建筑构造课程是高职土木建筑类专业一门重要的专业基础课,将建筑构造课程模块化设置,激励学生主动学习,发挥学生的学习潜能,拓展学生的专业知识面,强化学生的专业技能,培养学生的职业素质和核心能力。模块化的课程结构体系需要充足的硬件设备资源、高素质的师资队伍和灵活的管理体制。     

《物联网工程导论》课程教学方法研究

《物联网工程导论》作为物联网专业学生的专业启蒙课,在激发学生对专业的学习兴趣和指导学生对后续专业课程的学习上起着重要作用。针对《物联网工程导论》课程教学中存在的问题,提出了适合该课程的教学方法。     

高职“模拟电子技术”有效教学策略探讨

“模拟电子技术”是一门工程性和实践性很强的专业技术基础课程,也是职业教育中电子、通信、计算机技术、电气控制等专业非常重要的入门性质的基础课程。职业学校学生的学习能力和学习习惯存在一定问题,在“模拟电子技术”课程教学中,应该结合学生专业特点,采用不同的教学策略和方法,才能提高课堂教学的有效性,提升学生学习兴趣和学习效果。     

多种教学方式和自主学习相融合改进药学英语教学质量

药学英语作为中医药院校药学专业基础课程,是扩展学生学习范畴,提升学生学习层次的一门重要课程。本文结合药学专业学生的实际情况和药学英语教学目标,开展多种形式的教学和自主学习方法应用于药学专业英语教学中,激发学生学习兴趣,培养学生学习的积极性和主动性,旨在提高药学英语课程教学质量,让学生提升药学英语应用能力。     

浅析离散数学的教学

离散数学是计算机专业和信息与计算科学专业的一门重要的专业基础课。对学生进一步的学习非常重要。该课程概念多,高度抽象。学生学习兴趣不高,教学效果不理想。本文结合笔者从事离散数学课程教学的实际,对教学方法等方面进行了一些初步探讨。     

浅谈如何通过高中历史教学来培养学生独立思考的能力

高中历史课程是高中学生必须学习的科目之一,尤其是对于文科专业的学生而言更是高考的重要课程之一,过去高中教学中把学生对于历史课程的学习兴趣和学习成绩作为探讨的主要内容,而历史课程对于学生的独立学习能力的培养也具有重要的作用,笔者在这里就高中历史课程的学习对于学生独立思考能力的问题谈谈自己的认识。     

应用数学教学改革与探索

应用数学作为信息类学生的一门重要的专业基础课程,针对这门课程和学生群体的特点,我们提出了一些建议,以期能够提高学生学习的积极性和主动性,为后续课程的学习打下良好的基础。     

高校中国古代史教学方法的探索与实践

《中国古代史》课程是高等院校历史学专业的基础必修课,一般在大学一年级开设。作为进入大学首先开设的"源头"课程和骨干课程,其学习的态度和效果不仅关系到学生以后几年对专业的学习兴趣及认可程度,而且对学生的终身学习乃至全面发展都会产生重要的影响。鉴于《中国古代史》课程     

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.

     

“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”.

Academic growth and development - How do university academics experience it?

This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:

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.     

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)     

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.

流动儿童城市适应状况及过程:一项质性研究的结果

This article employs qualitative research methods to explore the urban adaptation and adaptation processes of Chinese migrant children. Through twenty-one in-depth interviews with migrant children, the researchers discovered: The participant migrant children showed a fairly high level of adaptation to the city; their process of urban adaptation emerged as three categories: the U-Type, the J-type, and the “flat line” type. Also explored were long-term acquisition of explicit behaviors, implicit notions, adaptation to the socio-cultural environment, and success in education as difficult aspects of adaptation. After comparing these three processes, the research team developed a theory of migrant children urban adaptation. It hypothesizes that during the urban adaptation process, migrant children will encounter four stages of development: excitement and curiosity, shock and resistance, exploration and adaptation, and finally integration and assimilation. __________ Translated by Amanda Weiss from Beijing Shifan Daxue Xuebao (Shehui Kexue Ban) 北京师范大学学报 (社会科学版) (Journal of Beijing Normal University (Social Sciences)), 2008, (3): 9–20, revised by Deane Neubauer, Emeritus Professor, University of Hawaii     

Evaluating online learning communities

This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach, measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive, on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success of OLC as an imputed outcome.

Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings

The goal of this article is to present a sketch of what, following the German social theorist Arnold Gehlen, may be termed “sensuous cognition.” The starting point of this alternative approach to classical mental-oriented views of cognition is a multimodal “material” conception of thinking. The very texture of thinking, it is suggested, cannot be reduced to that of impalpable ideas; it is instead made up of speech, gestures, and our actual actions with cultural artifacts (signs, objects, etc.). As illustrated through an example from a Grade 10 mathematics lesson, thinking does not occur solely in the head but also in and through a sophisticated semiotic coordination of speech, body, gestures, symbols and tools.