提高生物化学课程教学质量的思考

生物化学课程是高等学校生物系的专业基础课程,其教学目的在于使学生系统掌握生物化学的基本理论和基本技能,熟练掌握生物大分子的结构、性质、功能以及生物体内的变化规律,提高学生运用基础知识来分析问题和解决问题的能力,为后续学科学习打下扎实的基础。因此教师在教学中,要从组织教学内容上突出基础性和强调时代性;在教学上做到方法多样化、手段科学化,不断地让学生接受新的技术与方法,进一步提升学生的动手能力。     

Adult development and disciplinary content: A guide to effective teaching of adults

Most of the literature dealing with effective teaching of adult students deals with particular teaching methods. As important as suchprocess suggestions are, it may be even more important to help adults find connections between thecontent of the disciplines and the issues they experience personally as they move through the life cycle. A discussion of ways to do this is provided by an interdisciplinary team. These ideas are then integrated into a view of the disciplines as a tool for helping students mediate course content as well as their life experiences in the service of learning and individual development.Dr. Charles S. Claxton is Associate Professor in the Department of Curriculum and Instruction and the Center for the Study of Higher Education. His major research interests include effective teaching of adults, student learning styles, and use of adult development theory to enhance the college curriculum. Dr. Susanne B. Darnell is Associate Dean of University College, a unit in which students design individualized baccalaureate degrees in professional or liberal studies. She was formerly a member of the Department of Sociology. Dr. Geneva B. Reid is an Instructor in the Department of English and has extensive teaching experience with traditional age and adult students. Dr. Cecil G. Shugart is Professor in the Department of Physics and has long been active in the American Association of Physics Teachers and the American Physical Society.     

Using multimedia to teach personal safety to children with severe learning difficulties

This paper presents a review of the use of computer technology as a medium to teach personal safety skills to young people with severe learning difficulties. The authors, working from the Psychology Department of Glasgow Caledonian University, present two main areas which they considered when designing teaching materials for these pupils. Firstly, pupils with severe learning difficulties may not understand the appropriate language for sexual issues. Materials based on the ability to speak, listen, read or write will not produce a deep level of understanding about the topic. Secondly, pupils with severe learning difficulties may find acting out a situation through role play difficult. The authors describe their use of computer technology as a possible solution to these areas and illustrate the personal experiences of educators following this novel use of multimedia.     

Modification of teaching behavior through the combined use of microteaching techniques with the technion diagnostic system TDS

One of the most important components of the basic microteaching model in teacher education is the feedback obtained from supervisors, learners, peers and from technical aids such as audio and video recordings (Allen and Ryan, 1969). The feedback serves a dual purpose: first it provides the trainee with information regarding his behavior enabling him to design behavioral changes; and secondly, it facilitates the process of self-confrontation by triggering a cognitive dissonance which stimulates the psychological climate conductive to change (Festinger, 1957; Nielsen, 1962; Kagan et al., 1967; Geerstma and Mackie, 1969 and Onder, 1970).The use of video recordings in microteaching training provides instant and accurate feedback of verbal and non-verbal classroom interaction. However, an intuitive subjective analysis of the video recording performed by a supervisor, peer or the student-teacher himself, faces the danger of being diffused and distorted by individual biases.The combined use of microteaching with systematic observation instruments for analyzing classroom interaction has been recommended by researchers and practitioners alike (Amidon and Rosenshine, 1968 and Minnis, 1968). Both Allen, who played a major role in the development of microteaching (Allen and Ryan, 1969), and Flanders, who developed one of the most common interaction analysis systems (Flanders, 1970), recommend the combination of their systems as an effective procedure in teacher education. The researcher and practitioner in this area are faced with the question of either using one of the existing instruments or constructing a new one.The research was carried out at the Laboratory for Research and Development for Teaching and Learning of the Teacher Training Department of the Technion, Israel Institute of Technology, Haifa, Israel.Prof. A. Perlberg is Head of the Teacher Training Department and Director of the Laboratory; Dr. M. Bar-Yam is Senior Lecturer in Psychology at the same Department and at present at Boston University; Dr. A. Lewy is Senior Lecturer at the Department of Educational Sciences of Tel-Aviv University and Chief Research Consultant to the Ministry of Education and Culture; E. Bar-On, R. Levin and A. Etrog are Research Associates at the Teacher Training Department of the Technion.     

THE USE OF BROADCAST MATERIAL IN THE HUMANITIES DEPARTMENT OF A SECONDARY COMPREHENSIVE SCHOOL

In this specially commissioned article, the Head of a Humanities Department in a large Secondary Comprehensive School describes the use made of broadcast television by his Department, particularly for the Integrated Studies Course, and also by History, Social Studies and Religious Education, as separate Departments.     

Provoking Points of Convergence: Museum and University Collaborating and Co‐evolving

This article outlines art education courses undertaken in museum and gallery contexts as a component of the Certificate Programme in Visual and Material Culture within the University of British Columbia's Department of Curriculum Studies. With the creation of this programme and through the forging of relationships with area museums, unique ways have evolved for graduate students from diverse areas of education and art teacher education candidates to interact with works of art, museum professionals, artists, and the museum space itself. The purpose of these courses is to use museum and gallery settings as sites to test ideas, critique educational programmes, and advance new approaches for teachers to use museums in more creative and integrated ways in their teaching while expanding theoretical knowledge and interpretive repertoires. Through participating in this collaborative venture we have learned that when you invite teachers into museums, make efforts to increase their comfort within these spaces, while recognising what interpretive insights they offer as active participants in museum discourses, points of convergence between teachers, universities, and museums are formed.     

浅谈高职院校系部行政秘书的执行力

高职院校系部是教学、科研、行政等各项工作的基层办学部门,学院各项政策的落实,系部起到关键性的作用,而系部行政秘书作为系部行政管理工作者,其工作执行力直接影响着高职院校及其系部各项工作的落实和实施。提升高职院校系部行政秘书的执行力,需要其自身工作意识、职业能力的提升以及长效机制的构筑。     

Implementation and student perceptions of e-assessment in a Chemical Engineering module

This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results were very encouraging and practically all students engaged with the process. An online survey was delivered to all students after the module, which showed that the students felt that e-assessment added value to their learning and they would like to see it implemented in other modules. The quizzes were intended to be mainly beneficial to the weaker students as it gave them an opportunity to go over key aspects of the material in their own time. Interestingly, the stronger students were even more in favour of e-learning than the weaker students, for whom the quizzes were originally designed.     

Whose Standards? Using the Standards Fund for children with Speech and Language Needs — a Survey of Allocation of Resources in England

The provision of speech and language therapy services is a topic of continuing concern and debate for policy makers and practitioners alike. In this article, James Law, of the Department of Language and Communication Science at City University, London; Maria Luscombe, of the Speech and Language Therapy Department at Northwick Park Hospital, London; and Judy Roux, of the Speech and Language Therapy Service in the London Borough of Newham, report the results of their research into the use of Standards Fund money in relation to children with speech and language needs. This report takes forward and updates many of the issues raised in Law, Lindsay, Peacey, Gascoigne, Soloff, Radford, Band and Fitzgerald's article in BJSE in September 2001 but also opens up new areas for discussion. These matters will be central to the task of promoting collaboration between the various agencies charged with responsibility for supporting children with speech and language needs.     

Peer Tutoring in Crystallography

In the Materials Department of Imperial College we have introduced a peer tutoring scheme for the first-year subject of crystallography. It is a subject which students find difficult since it involves new concepts, in particular the use of three-dimensional lattices and structures. Formally, the subject is taught through lectures, class work and general tutorial sessions. We have trained peer tutors over 2 days, to understand the need to draw out students so that they work through and think out for themselves some of the more confusing aspects of the subject. Within a very short period of time, the tutors had developed so that, rather than seeing their role as a surrogate teacher, they understood their role to be that of a facilitator. The fact that the peer tutors could use real scientific concepts in their role plays helped to provide a focus. It also ensured that the tutors realized that they really could use group process and discussion to solve even technical problems. The scheme, with its possible pitfalls and solutions, is discussed in the context of materials science. It is found that peer tutoring, which is often used in more discursive subjects, provides an excellent way to effect a more questioning approach to a very technical subject.     

User satisfaction with computer-based career information delivery systems

Conclusions In this study, support for the CIDS in use in New York State emerged from each of the user groups—principals, counselors, students, and parents. There are, however, two areas of future work that emerged from the results of this study which may be applicable on a broader basis. The first deals with the information content of the CIDS. The second relates to its increased utilization.Counselors did not give overwhelmingly high marks to the content of systems. Although counselors can do their part by letting the developers know what is good and what is not good, the responsibility lies primarily with developers and state providers to incorporate current, locally relevant information at the level of detail most appropriate for the user.Spreading the use of CIDS in a school beyond its provision for individual college and career counseling will not only help in making school more relevant to the students' life-careers, but will also provide increased access to the information and the computer for those students who might not otherwise seek it. School personnel can reexamine practices to see that full use of the CIDS resource is being made. System developers can work on the identification of model programs and the dissemination of information about them to their sites. It is hoped that with the increasing availability of microcomputers in schools, not only in guidance offices, but in laboratories and classrooms, such uses will continue and spread.Deborah Perlmutter Bloch, Ph. D., is an Assistant Professor of Educational Administration, Department of Education, Baruch College, City University of New York.Joyce Ford Kinnison is a consultant in Cary, North Carolina.This study was conducted as part of the project, Evaluating Computerized Career Information Systems for Use with Occupational Education Curricula, sponsored by the New York State Education Department and the New York State Occupational Information Coordinating Committee. Funding was provided by the Carl D. Perkins Vocational Education Act.     

The cost of academic leadership: Department Chair Stress

Department chairs find themselves trapped between the stresses of performing not only as an administrator but faculty member as well. Over eight hundred chairs from 101 doctorate-granting and research universities were surveyed using the Department Chair Stress Index to assess (1) their most stressful situations, (2) emergent themes from these Stressors, and (3) the differences between chair and faculty Stressors. Chairs experienced most stress from their heavy workload and the general stresses of time pressures, confrontation with colleagues, organizational constraints and their faculty duties. Chairs were found to be in a paradoxical situation; feeling double pressure to be an effective leader and productive faculty member. Suggested actions for the institution and individual are provided.Walter H. Gmelch is professor and chair of the Educational Administration Department at Washington State University where he also serves as Director of the National Center for the Study of Department Chair. He earned his MBA from the University of California (Berkeley) and a Ph.D. in the Educational Executive program from the University of California (Santa Barbara). Dr. Gmelch conducts research on the topics of leadership, team development, conflict, stress and time management. His extensive writings include a co-authored book entitled,Strategic Leadership Skills for Department Chairs. John S. Burns is associate director of the Center for the Study of the Department Chair at Washington State University. He obtained a Master's in Counseling Psychology and a Ph.D. in Educational Administration from Washington State University. The Center's research agenda focuses on collecting data about the position of department chair with the goal of developing research-based recommendations for the restructuring of the administration of higher education.     

Curriculum Development and HM Inspection of Schools: A Scottish case-study

HM Inspectors of Schools in Scotland, alongside their inspection role, have a responsibility to give a lead in curriculum development, including the provision of professional advice to the Scottish Executive Education Department (SEED), (formerly the Scottish Office Education and Industry Department (SOEID)) and Scottish government ministers. This paper looks at the relationship between the two aspects as seen through the eyes of inspected schools, within the context of broader aspects of the duality of role with its potential both for harmony and conflict.     

Guidance on the use of physical force by staff in educational establishments

Dave Hewett, independental consultants, and Andy Arnett, Hertfordshire Social Services Department, attempt to clarify the present legal position on the use of physical force by staff in schools. The authors, who conducted an informal survey of education authorities in England and Wales, report their findings and discuss the implications.     

The diverse utility of wet prosections and plastinated specimens in teaching gross anatomy in New Zealand

Anatomical education has traditionally used cadaveric material to study the human body, with both wet prosections and plastinated (PP) material commonly utilized. However, the frequency of use of these different preparation modes in a tertiary institution has not been previously examined. An audit of PP use in the Department of Anatomy and Structural Biology at the University of Otago was performed for 2009, assessing the number of courses, variety, and number of PP used throughout 2009. Results indicate the unique and diverse nature of PP utilization and are discussed with reference to their relative strengths and weaknesses. Such information is useful to those wishing to initiate or maintain programs that involve the teaching of human anatomy with cadaveric material.     

The Development of a Curriculum Toolkit with American Indian and Alaska Native Communities

This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country have been explained. A brief historical overview of Indian education has been included. The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by the Federal Government.     

A Validity Argument in Support of the Use of College Admissions Test Scores for Federal Accountability

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes. Accountability encompasses a number of different uses and subsumes a variety of claims. For states proposing to use summative tests for accountability, a validity argument needs to be developed, which entails delineating each specific use of test scores associated with accountability, identifying appropriate evidence, and offering a rebuttal to counterclaims. The aim of this article is to support states in developing a validity argument for use of college admission test scores for accountability by identifying claims that are applicable across states, along with summarizing existing evidence as it relates to each of these claims. As outlined by The Standards for Educational and Psychological Testing, multiple sources of evidence are used to address each claim. A series of threats to the validity argument, including weaker alignment with content standards and potential influences in narrowing teaching, are reviewed. Finally, the article contrasts validity evidence, primarily from research on the ACT, with regulatory requirements from ESSA. The Standards and guidance addressing the use of a “nationally recognized high school academic assessment” (Elementary and Secondary Education Act (ESEA), Negotiated Rulemaking Committee; Department of Education) are the primary sources for the organization of validity evidence.     

Facilitating Learnscape Development,Maintenance and Use: Teachers' perceptions and self-reported practices

Learnscapes are a recent initiative of the New South Wales Department of Education and Training (NSW DET). They are generally school ground features, e.g., an edible garden, a poetry corner or a wildlife corridor, where a learning program has been designed to permit users to interact with the environment. The learning programs are to meet syllabi learning outcomes including environmental education. Learnscape design, development, and use are to involve students, teachers and the community. Teachers' perceptions of the value and impact of learnscapes in two NSW DET pilot schools are reported, as well as their self-reported involvement and use. These varied considerably, despite the majority of teachers extolling the value of learnscapes. Several 'barriers' to the effective use of learnscapes surfaced. The relationship of learnscapes to environmental education was not uppermost in most teachers' minds. Explanations are suggested and pedagogical implications discussed.     

Reviewing the Teaching and Learning of Children with Special Educational Needs: Enabling Whole School Responsibility

Neil Morris, Learning Support Co-ordinator, and Phil Parker, Learning Support Manger, at Colmers Farm School, use 'The four Ps of policy' (Palmer, Redfern & Smith, 1994) to review their own practice in the development of the monitoring and evaluation measures of their school's SEN (Special Educational Needs) provision. They outline their commitment to inclusive education, and analyse the ways in which the strategy of 'Subject Department SEN Reviews' focuses upon teaching and learning styles.     

再论西南联大外文系的文化精神 --外文系与中文系

现今中国大学校园文学创作者多为中文系学生，外文系更重视实用，进行的是语言训练而不是文学欣赏，培养的是“译员”而不是“诗人”。而在抗战时期的联大外文系产生了很多诗人，中文系浓郁的学术氛围更易培养学者。联大外文系的学生诗人是联大诗人群重要的一部分。本文从外文系和中文系以及联大的整体文学氛围对这一诗人群的影响入手，探讨了联大外文系所具有的文学精神，进一步表明正是这种文学精神造就了联大学生诗人开阔的视野和胸怀、他们诗歌中广泛的人生关照以及深刻的生命玄思。