创新型药学研究生人才培养的实践教育探索

文章为培养创新型人才,利用高校内外、国内国外各方面的优质教育资源,构建开放、集成和高效的多主体协同培养研究生的体系。充分挖掘学校自身潜力,推动硕士生、博士生的基础研究和新药临床前研究等科研创新,构建2个学科交叉创新研究平台;将医院、药检所和药企的创新特色与要求纳入研究生培养内容,构建3个相应的创新创业实践平台;强化学术氛围和加强交流,构建国际学术交流平台,从而形成了开展研究生实践教育的立体网络,为培养产学研一体化的创新型药学研究生人才发挥积极作用。     

Impact of a new integrated medicine program on students’ approaches to learning

This paper presents the results of a study on the impact of a new integrated medical educational design on students’ approaches to learning. Although the new program was based on curriculum features identified in the research literature as likely to promote deeper approaches to learning, the results revealed a more complex response from students. While a proportion of students reacted as expected and changed to deeper approaches, a significant subgroup moved in the opposite direction and adopted more surface approaches. Further analysis revealed that specific features of the new curriculum – integration of content, requirement for both independent and collaborative learning – were likely to polarise students. The findings suggest that shifting students towards deeper approaches to learning may be a more complex task than previously understood. The authors suggest some ways in which such major curriculum change may be moderated so that all learners are more likely to benefit.     

新课程背景下学生读物的编辑思路

学生读物对扩大学生的知识面、全面提高学生素养、帮助其形成较强能力和较好情商等能起到很重要的作用。本文试图从新课程的核心理念,课改对课程结构、教材以及学生的学习方式的影响等几个方面,来探讨在新课程背景下学生读物如何适应新课程的发展要求、促进学生的全面发展。     

Validating Classroom Issues: Case Method in Support of Teacher Change

This article discusses the use of case methods in ateacher development setting. The participatingteachers were implementing an innovative four-yearsecondary mathematics curriculum. The cases underconsideration were vignettes of problematic situationsactually encountered by teachers as they workedtowards implementing the new curriculum. Originally,the cases were developed and presented as a way ofvalidating data gathered on the difficulties theteachers faced. However, the teachers' reactions tothe cases and the discussions and reflections thatfollowed suggested that the cases had played asurprisingly powerful role in helping the teachersacknowledge their classroom concerns and begin to dealwith these concerns.     

协同教学的历史、进展与启示

协同教学在国外大致经历了萌芽兴起、初步推广、创新发展和深化应用四个阶段。当前,协同教学与信息技术高度融合,参与主体趋向多元化,应用领域日益广泛,呈现出广阔的发展前景。在深化基础教育课程改革的背景下,我们应加强协同教学的理论研究,重视教师团队建设,重构教师互动模式,在教学协同基础上推进学校课程的有效整合。     

课程改革前后医学生对基础科学的态度

该研究调查了荷兰乌得勒支大学医学中心课程改革前后医学生对基础科学的态度。结果表明，与旧课程的医学生相比，新课程的医学生认为医学知识并不那么重要，临床实践前并不需要掌握太多的生物学知识，他们更喜欢由临床医生讲授基础课。虽然医学生对基础课的重要性的认识并不全面，但他们更喜欢将基础科学和临床实践相结合的教学方法。     

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

The education system in Portugal is in the midst of a period of intensive reform. This paper describes the findings of a qualitative case study focusing on the views and attitudes of teachers and students participating in a pilot curriculum development programme stressing active methodologies and group work, conducted by the Ministry of Education. In particular it discusses their views and attitudes about mathematics, mathematics teaching and curriculum innovation. The teachers were found to struggle with a contradiction: whilst they approved the new orientations, which were seen as adequate and innovative, they complained strongly about the design and implementation of the programme — Students had a generally positive attitude towards mathematics, although there were differences among them. The 7th graders were satisfied with their mathematics classes and with the new curriculum. The 10th graders did not consider the changes as significant in themselves, but expressed concern for their academic progress.     

A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.     

The Development of Autonomous Learners in a University Setting

This article explores the possibilities for the development of autonomous learners within the confines of an institutional education setting. Student participation in setting curriculum, in collaborative learning, and self‐ and peer‐assessment are discussed as fundamental aspects of learner‐controlled learning. They are reviewed in the context of a university research methodology unit aimed at developing autonomous researchers/learners. Outcomes for the students taking the unit included increased motivation; excitement; confidence; in‐depth learning; an appreciation of new ways of learning; respect for their peers as co‐learners and experiences of self‐reflection and self‐assessment. The study indicates that if autonomous learning is to be encouraged in universities, staff need to develop new conceptions of teaching and learning and new skills, as they move from the role of knowledge expert to that of resource person and facilitator. Students need to develop new learning strategies, as they move from being passive learners to becoming autonomous learners.     

依托医学教育资源优势 改革药学专业人才培养模式

医学与药学密切相关,医学知识是学好药学专业的基础。目前,全国高校中有药学专业的大学基本含有医学专业,其医学的学科优势与课程建设成效为办好药学专业奠定了良好的基础。为此,文章提出药学专业创新人才培养新思路——以创新教育、素质教育、实践能力培养为主线,创建融化学、生物学、医学为一体的新型药学教学模式,辅以中心化、规范化的开放式实验室管理,培养医学知识背景较好、有自主学习能力、主要面向医药领域的创新型药学专业人才。     

"微实践"在药用高分子材料学教学中的应用

药用高分子材料学是药物制剂专业的重要基础课程.为了适应药物制剂专业新课程改革的要求,提高学生对药用高分子材料的认知能力和实践应用能力,结合以往的教学实际及学生的具体学习情况,采用"微实践"的教学模式,从课前、课中和课后三个环节入手,以学生为主体,老师为主导,对药用高分子材料学课程进行教学改革和创新研究.     

校企协同培养环境工程专业创新型人才

高等学校环境工程专业人才创新能力的培养对提升国家创新实力起着至关重要的作用。本论文结合环境工程专业创新人才培养需求,从制定培养目标和方案、设置课程体系和教学内容、建立实践教学基地、指导毕业论文、评估人才培养质量等环节探讨了高校和企业协同培养人才的创新机制。     

Articulating Scientific Reasoning Improves Student Learning in an Undergraduate Anatomy and Physiology Course

In many life science classrooms, instructors rely upon lecture presentations to efficiently present course content. Students, in this case, act as passive learners with little opportunity to test their knowledge for gaps or misconceptions. The goal of the project described here was to determine whether a collaborative quiz protocol that guided students to discuss their understanding with their peers would improve learning and academic performance. The project took place during a single semester and was composed of two studies: a preliminary study that incorporated short-answer quizzes into the curriculum and a comprehensive study that incorporated short-answer quizzes and justify/explain quizzes in which students were expected to select an answer and then justify or explain it. Students took all quizzes twice, first independently and then collaboratively with classmate(s). Learning was assessed using multiple-choice exam questions based upon quiz topics. Students scored significantly higher on exam questions associated with justify/explain quiz topics than on those associated with short-answer quiz topics.     

Self-regulated learning and students’ perceptions of innovative and traditional learning environments: a longitudinal study in secondary education

This study investigated the relationship between the development of students’ self-regulated learning and students’ perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments.     

Designing discipline-specific roles for interdisciplinary learning: two comparative cases in an afterschool STEM + L programme

The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM?+?L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer) and worked in small groups to produce multimodal science fictions. The study aims to investigate the effect of discipline-specific roles on students’ interdisciplinary and collaborative learning processes. Two groups were chosen as comparison cases because their final products indicated low and high levels in integrating science and literacy respectively. Analysing and visualising students’ individual role-changing patterns and examining their discourse in role-specific interactions revealed the following features for high-quality interdisciplinary learning: (1) Students need to be willing and able to enact not only expected roles, but also other roles; (2) Students need to develop awareness of their own and others’ role enactment; (3) Collaboration between students with different roles may follow a possible trajectory from solo-construction, to co-construction, to re-construction. This study also proposes instructional strategies related to the design of discipline-specific roles to facilitate interdisciplinary learning in STEM education.     

Meeting the Capstone Challenge in Postgraduate Food Science Education

Project work and work placements can help prepare tertiary food science students for the workplace. Programs in the curriculum should support the development of transferable skills such as communication, problem‐solving, and planning. This paper describes a case study of a new capstone project for Masters of Food Science students based on a work integrated learning model. Students were engaged to develop a HACCP plan for a cheesemaker. They interacted with a peer group, academics, and with professionals from the food industry. Two iterations of the project were completed. Staff and student feedback from the first iteration informed modifications in the subsequent iteration. Industry partners and an authentic work task were key components of the project. The model could apply to a broad range of programs that require a capstone project in the curriculum.     

Maintaining Professional Standards in Early Childhood Teacher Preparation: Evaluating Adaptations to Fieldwork-Based Experiences During COVID-19

At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor’s degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n?=?26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities.

     

中学数理融合教学的概念、体系和实施

中学数理融合教学是新课程改革国家要求“改变课程结构过于强调学科本位、科目过多和缺乏整合的现状”前提下产生的一种教学形式。中学数理融合教学过程强调多样性、聚合性和创新性,具有多元化的教学特征,是学科整合背景下对数学和物理的知识、思维、方法的再组织和提炼。中学数理融合教学体系的功能是筛选和整合教学对象、教学内容、课程设置、呈现方式、教学范式、教学评价和教学保障等要素,促进数理学科融合教学活动的有效实施,提升学生的创新性素养。中学数理融合教学的实施路径为:探索新的学科融合教学方法,优化课程设计;开发建设数理融合校本课程;组建融合型创新学习团队,实行“联合培养”模式;开展数理融合科研课题研究,产学研相结合发展创新能力;建立促进学科融合发展的教学机制。     

Effect of an environmental science curriculum on students' leisure time activities

Cooley and Reed's active interest measurement approach was combined with Guttman's Facet Design to construct a systematic instrument for the assessment of the impact of an environmental science course on students' behavior outside school. A quasimatched design of teacher allocation to the experimental and control groups according to their preferred teaching style was used. A kind of dummy control curriculum was devised to enable valid comparative evaluation of a new course which differs from the traditional one in both content and goal. This made it possible to control most of the differing factors inherent in the old and new curriculum. The research instrument was given to 1000 students who were taught by 28 teachers. Students who learned according to the experimental curriculum increased their leisure time activities related to the environmental science curriculum significantly. There were no significant differences between boys and girls and between students with different achievement levels.     

Facilitating Holistic Curriculum Development

There is a movement in higher education to think of a curriculum less as a sequence of independent courses and more as a set of highly integrated learning and assessment experiences designed to help students develop clearly defined outcomes. This paper reports on a case study that illustrates how internal curriculum assessment processes used by an environmental science and policy department in an institution of higher education lead to the creation of an innovative tenure-track faculty line for someone whose primary activities and scholarship focus not on traditional disciplinary scholarship but instead on coordinating the holistic development of an integrated curriculum. This paper goes on to show how I, the person hired into this position, am facilitating the coordinated development of a senior thesis programme, a junior entry course into the major and a disciplinary writing programme for the purpose of developing a more integrated curriculum.