大型机械设备类课程教学方法探析

结合应用型人才培养模式和课程教学改革,研究并实践大型机械设备类课程教学的多种途径,提出了机械类课程实践教学改革的基本思路和相应对策。     

大型机械设备类课程教学方法探析

结合应用型人才培养模式和课程教学改革,研究并实践大型机械设备类课程教学的多种途径,提出了机械类课程实践教学改革的基本思路和相应对策.     

直观性教学在中职机械类课程中的应用

本文针对中职机械类课程实践性强、内容抽象枯燥,而学生对机械类知识缺乏感性认识和实践经验从而产生厌学情绪的现象,提出了采用直观性教学应为机械类课程的首选的观点,并从直观性教学的内涵及意义、直观性教学在中职机械类课程中的必要性、直观性教学在机械类课程中的常用形式三个方面作了全面的论述。     

机械类高水平本科生国际化培养体系的创新研究与实践

为了培养具有国际视野的机械类高水平本科生和接收留学生,高等学校机械类专业本科教育迫切需要提升英语教学能力,加速国际化教学进程。本文提出了机械类高水平本科生国际化培养的创新措施、高水平本科生国际化实验班学生的选拔和管理方法;在与现行的培养方案融合及匹配的基础上,提出了一套既满足教育部对机械类本科生课程要求又成体系地引进国外机械类课程的实验班教学培养方案;引进课程全部采用英文教学,为本科教学国际化奠定了基础。     

高校工科机械类专业技术基础课程的问题与改革

指出了高校工科机械类专业技术基础课程的含义和作用;分析了机械类专业技术基础课程存在的问题;从课程体系、教学内容、实践教学、教学方法等几方面论述了工科机械类专业技术基础课程教学改革的某些举措。     

高职《机械制图》教学现状及对策分析

本文通过调查社会对高职机械类学生的需求,分析了高职院校《机械制图》的教学现状,提出了高职机械制图课程教学的对策及建议。     

机械类专业培养中电类课程的设置与教学方法浅议

当代机电结合日趋紧密,机械类专业学生需要有较完整的机电一体方面的知识结构,对机械类专业课程设置中电类课程的开设与教学应给予足够的重视。结合教学实践,尝试分析机械类专业中电类课程的设置与实施,从而使机械类人才的培养目标得以实现。     

机械专业本科生《微型计算机原理及应用》课程建设与改革

结合机械类本科专业课程设置要求和本科生知识结构,本文探讨《微型计算机原理及应用》课程开设实践中存在的问题,从课堂教学、实验环节教学和实践环节教学等方面提出了改革建议,并结合我们的具体实施讨论了适合机械类本科生的《微型计算机原理及应用》课程建设方法。     

首届机械类课程报告论坛

首届机械类课程报告论坛于2006年5月12-14日在武汉隆重召开,机械学科的知名专家、学者、教学名师、国家精品课程负责人等齐聚武汉,与来自全国200余所高校的600多名代表一道,共同回顾了近年来我国高等学校机械类课程教学改革的发展历程,交流机械类课程教学改革的成果和经验,共同探讨机械类课程的发展方向和存在的问题,展望机械类课程的未来发展。机械类课程报告论坛召开之际,适逢教育部高等学校2006-2010届机械学科教学指导委员会成立之时。教指委充分肯定了机械类课程报告论坛在深入进行机械类课程教学改革、提高教学质量过程中的重要作用。…     

浅谈3D打印技术在机械类课程教学中的应用

通过分析传统机械类课程教学过程中存在的缺点,探讨了在机械类课程教学实践中利用3D打印技术的过程和方法,并阐述了该教学理念在实践教学中的作用和成效。     

充分利用网络资源改进专业英语教学

我国对专业人才英语的听、说、读、写、译的能力都有较高的要求。但是，目前专业英语教学却存在着教学目标不明确，师资力量严重不足，教材选用不当等种种问题，本文将就这些问题提出解决办法。     

Executive processes in appearance-reality tasks: the role of inhibition of attention and symbolic representation

Two studies addressed the role of representation ability and control of attention on solutions to an appearance-reality task based on two types of objects, real and representational. In Study 1, 67 preschool children (3-, 4-, and 5-year-olds) solved appearance-reality problems and executive processing tasks. There was an interaction between object type (real vs. representational) and question type (appearance vs. reality) on problem difficulty. In addition, representational ability predicted performance on appearance questions and inhibitory control predicted performance on reality questions. In Study 2, 95 children (4- and 5-year-olds) who were monolingual or bilingual solved similar problems. On appearance questions, groups performed equivalently but on reality questions, bilinguals performed better (once language proficiency had been controlled). The difference is attributed to the advanced inhibitory control that comes with bilingualism.     

注重教学环节 培养独立思考习惯

针对高职学生在计算机课堂上,表现出较强的依赖心理,没有良好的独立思考习惯的现象,在教学过程中,从日常的教学环节入手,培养学生独立思考的习惯.     

探索问题教学法在思想政治课中的运用

在思想政治课的教学中,尊重学生特点和教学规律,运用问题教学法,将设置问题情境,引导学生发挥主体作用,积极思维、提出问题、自主探求解决问题的答案,贯穿于教学活动的全过程,以达到帮助他们在学习知识、掌握技能和方法、培养能力的同时,树立正确思想政治观的目的,是提高思想政治课教学实效性的有益途径。     

论硕士研究生学术道德与学术规范的培养

目前硕士研究生学术道德失犯与学术规范的失衡现象屡屡出现。针对这一现象就其具体表现展开论述，探讨问题产生的原因及影响，并试图探讨硕士研究生学术道德与学术规范的具体培养方式，为目前的硕士研究生学术研究能力的培养廓清道路。     

变式训练是激活学生思维的有效途径

高中数学教学目标之一是提高学生的数学思维能力。教师在教学中可通过一题多变、一题多解、多题归一等变式训练,激活学生的思维,进而提高学生的思维能力。     

Role of adjunct questions and reading ability levels on rote and conceptual learning from prose

This research evaluated the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of high and low ability readers. Subjects were 98 freshman students of a small, historically black, undergraduate institution. Students studied a passage containing either rote- or conceptual-level adjunct questions or no questions. They were then administered a rote and a conceptual post-test over the presented concepts. A 2 × 2 × 2 factorial design was used. The results indicated, contrary to most other research, that rote adjunct questions were more helpful to readers than conceptual adjunct questions on both rote and conceptual post-tests. As expected, high reading ability students performed better than low reading ability students within treatments. There were no significant aptitude-treatment interactions.     

Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies

The effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions were investigated. Preliminary results for verbal conceptual questions suggest that conceptual change instruction was effective at dispelling student misconceptions that electrons flow in aqueous solutions of electrochemical cells. Computer animations did not appear to have an effect on students' responses to visual or verbal conceptual questions. An animation/conceptual change interaction for verbal conceptual questions suggests that animations may prove distacting when the questions do not require students to visualize. Data from this study also suggests that lecture attendance and recitation participations helped students answer visual questions.     

A Quantitative-qualitative Analysis of Selected Social Science Generalizations in Social Studies Textbooks in the Intermediate Grades

Abstract

A 4 × 4 Latin Square design with trend analysis was utilized to determine if practice in problem solving, accompanied by questions directed toward developing types of behavior characteristic of successful problem solvers could be a method of improving selected problem-solving skills. Results were that Ss’, ability to extract information from the statement of a problem and combine operations in order to arrive at solutions did improve significantly while ability to retrieve information and offer correct overt responses did not improve significantly. Indications are that, although certain problem-solving skills may lend themselves to immediate improvement, improvement in the product or final solution to problems may come after a prolonged period of practice in using improved problem-solving skills.     

Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories

This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005