高校专业实验室建设与实验教学改革探讨

通过对目前高等院校实验教学现状及其存在问题的分析,结合本校的实际情况,讨论影响实验室建设和发展的主客观因素,提出一些专业实验室建设和实验教学改革的构想.     

高等院校旅游管理专业本科实验教学初探

实验教学在旅游人才培养目标达成中能有助于学生进行"研究性学习"、培养学生的实践能力与创新能力.针对国内高等院校旅游管理专业本科层次实验教学存在的如"双师型"师资缺乏、实验教材(指导书)匮乏、专业实验室建设及实验教学严重滞后于理论教学等问题,提出应重视专业实验教学关键性人才引进、加强对实验教学及实验室建设投入、改革旅游实验室管理思路等措施.     

论高校实验教学改革与实践

实验室建设不但是高等院校重要的基本建设之一,又是学科建设和社会有用人才培养的教学基础.鉴于目前高校实验教学情况,分析高校实验室建设和发展过程中存在的问题,从加大实验室开放、综合效益评估和项目整改等方面入手,探索高校实验教学和改革的措施与思路,提高高校实验教学质量,培养优秀社会所需人才.     

关于高等院校对陈旧过时仪器设备报废问题的处理办法

实验教学在高等教育教学中的重要性是人所共知的。为提高高等院校实验教学的水平与质量,为促进高等院校实验室建设健康快速的发展,以适应我国的经济建设对各专业学科人才的需求,国家不断加大对高等院校实验室建设经费的投入,其中大部分用于实验教学中各类仪器设备的购置。各类技术性能先进的仪器设备将逐渐取代一批使     

浅析农业高等院校实验室管理存在的问题与对策

实验室在农业高等院校中起着非常重要的作用,是实验教学必不可少的实验场地。本文主要分析了农业高等院校中实验室管理方面存在的一些问题,从实验教学队伍、网络技术利用、管理体制和维修团队建设等方面对农业高校实验室管理方法进行了探索,同时也提出了提高实验室管理体制的具体措施。     

创建一流人才培养的实验教学平台

随着生命科学与技术的迅猛发展以及国家和社会对高素质创新型人才的需求,高等院校中实验教学的重要性日显突出.该文着重介绍了北京师范大学生命科学与技术实验教学中心的建立与发展,以及在实验教学体系和课程内容的改革与建设、实验教学师资队伍建设、配套的实验室硬件及软件建设、教材建设、高效实验教学管理系统的建设等方面所进行的探索与成效.     

高等院校实验室建设及实验教学管理研究

随着高等教育发展步伐的加快和教育改革的不断深入,高校实验室建设和实验教学被提到了前所未有的重要地位,分析破解实验室建设及实验教学中存在的问题,从转变教学理念、加大投入、建设队伍、创新管理和提升实验教学水平等方面着手,充分发挥实验室和实验教学的作用,是高等院校提高教育教学水平的有效途径．     

如何提高高校实验室仪器设备的使用率

高等院校的实验室不仅是对学生进行实验教学的基地,也是进行科研与发明创造的场所.随着我国改革开放进一步深人,国家对教育事业越来越重视,每年都拿出大量的教育经费来建设高等院校的实验室.因此,高等院校实验室的建设都有了明显的改善.尽管如此,我国高等院校的教育经费仍然很紧张.那么,如何避免实验室仪器设备的重复购置和积压浪费;如何发挥实验室大型仪器设备的作用,提高它的使用率?下面谈谈笔者的几点看法:     

地方新建本科院校教育技术学专业实验室建设探讨

实验室建设是高等院校提高实验教学质量,提升竞争力的关键环节。文章阐述了师范院校教育技术学专业实验室建设的思路和实验室建设的主要内容。     

地方新建本科院校教育技术学专业实验室建设探讨

实验室建设是高等院校提高实验教学质量,提升竞争力的关键环节。文章阐述了师范院校教育技术学专业实验室建设的思路和实验室建设的主要内容。     

科学教育专业实验室建设的几点思考

科学教育专业设置是适应新一轮基础教育课程改革中科学课程的开设的需要,培养高素质的科学教育专业人才,不仅需要具有创新精神和实践能力的高校师资队伍,更需要优质的实验实践条件.本文探讨了高师院校开设科学教育专业在实验室建设方面存在的一些问题,提出了一些对策和建议.     

人本主义开放型语言实验室的建设

人本主义开放型语言实验室的建设，其内涵包括：空间的开放，时间的开放，资源的开放，管理模式的开放，教学学习方式的开放，思想观念的开放。     

REMEDIATION BEYOND DEVELOPMENTAL EDUCATION: THE USE OF LEARNING ASSISTANCE CENTERS TO INCREASE ACADEMIC PREPAREDNESS IN COMMUNITY COLLEGES

A qualitative case study in 15 community colleges across the country found that learning assistance centers and specialized skills labs are an important means of increasing students' academic preparedness for postsecondary study. Since these facilities provide instruction or support in reading, writing, and math skills, it appears that they play a valuable remedial role. Most of the assistance occurs in the form of tutoring and computer-assisted instruction, and some of the centers also provide specialized learning workshops and self-paced remedial courses. The majority of colleges have several learning centers and labs, and duplication of services may explain the lower than expected demand for assistance services seen in some of the sites. However, the institutions consider the learning centers to be effective, and report positive outcomes including retention in college English and increase in GPA. Because, in some cases, recipients of learning assistance services display severe learning difficulties, tutors may benefit from professional development in instructional strategies for special-needs students. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills.     

Effects of active‐learning experiences on achievement,attitudes, and behaviors in high school biology

Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007     

Student Perceptions of the Value of Physics Laboratories

Science instruction literature provides us with goals for laboratory instruction and guidelines for designing and implementing science labs in the post‐secondary setting. How well are we doing in our attempt to provide a meaningful and positive learning experience for our students? This paper describes the results of a study to determine whether students view the lab component of second‐year physics courses at a mid‐sized Canadian University as a valuable learning experience. The results of a survey, administered over six semesters and completed by 168 students, indicate that students do acknowledge the value of labs. The results also identify the factors that influence the students’ perceptions of value in physics labs. This paper discusses the four factors found to have the greatest influence on students’ perceptions of the value of labs: (1) the pressure to complete an experiment within the allotted time, (2) the information provided on the lab instruction sheets, (3) the help provided by lab staff and graduate teaching assistants, and (4) the students’ level of preparedness.     

新形势下高校德育课实践教学刍议

高校德育课实践教学是高校德育课改革过程中出现的一种新的教学形式,本文对高校德育课实践教学必要性进行了阐述,论述了德育课实践教学的特点,以及德育课实践教学的形式.     

对高校艺术设计教育改革的思考

对高校艺术设计教学的各个环节深入实施改革，从而促进教育水平的高级化，使高校艺术设计教育同现代企业、现代社会走向融合，最终将学生培养成为社会设计实践大舞台中的主力军。     

谈新疆高校思想政治专题网站建设与管理

本文就新疆高校思想政治专题网站建设与管理研究的作用和意义进行了探索,阐述了新疆高校思想政治专题网站建设与管理研究在大学生思想政治教育工作中的重大作用,分析了新疆高校思想政治专题网站建设与管理研究工作存在的问题,针对存在的问题提出了解决办法。     

高校贫困生“心理贫困”刍议

高校贫困生心理问题主要表现在自卑、焦虑、封闭、人格矛盾等方面,高校应当通过组织多形式的勤工助学、开展心理健康教育工作、构建和谐的校园文化和育人环境,来改善贫困大学生的心理健康状况。     

The Effects of Motivational Instruction on College Students' Performance on Low-Stakes Assessment

Assessments of student learning outcomes (SLO) have been widely used in higher education for accreditation, accountability, and strategic planning purposes. Although important to institutions, the assessment results typically bear no consequence for individual students. It is important to clarify the relationship between motivation and test performance and identify practical strategies to boost students' motivation in test taking. This study designed an experiment to examine the effectiveness of a motivational instruction. The instruction increased examinees' self-reported test-taking motivation by .89 standard deviations (SDs) and test scores by .63 SDs. Students receiving the instruction spent an average of 14 more seconds on an item than students in the control group. Score difference between experimental and control groups narrowed to .23 SDs after unmotivated students identified by low response time were removed from the analyses. The findings provide important implications for higher education institutions which administer SLO assessments in a low-stakes setting.