设计性实验教学过程规范化的思考与探索

论述了开发设计性实验的原则;讨论了设计性实验可分为原理型设计性实验、制作型设计性实验、研究型设计性实验3种类型;提出了设计性实验规范化教学过程的几个步骤;强调了上好设计性实验课,指导教师必须做到的几点要求.     

试论设计性实验的潜科学特征

结合设计性实验的特点 ,阐述设计性实验的模糊性、创新性、待定性、高难性、反常性和趋显性等潜科学特征 ,给出设计性实验的个例 ,揭示潜科学对设计性实验的指导意义     

综合性、设计性实验在化学实验教学中的探究与实践

本文从介绍综合性,设计性实验的定义及特点出发,在对综合性、设计性实验与验证性实验进行分析比较的基础上,阐述了综合性、设计性实验的步骤及开展的措施,强调了综合性、设计性实验对教学的促进作用.     

电磁学设计性实验的教学探索

从一个电磁学暗匣子设计性实验的教学,阐述了完成设计性实验的过程。并就如何精选设计性实验题目、审定实验方案、指导开好设计性实验提出了自己的若干见解。并简述了完成设计性实验的收获、存在的问题、改进的方向。     

设计性物理实验的教学研究与实践

结合大学物理设计性实验教学的体会,对设计性实验需满足的条件、开发新的设计性实验、合理安排设计性实验教学过程及设计性实验的作用做了探讨.     

新建本科院校设计性物理实验教学研究

设计性物理实验是高校物理实验体系的重要组成部分,与传统的测量性、验证性物理实验相比,设计性物理实验更具开拓性和创新性,对于培养学生的创新精神和实践能力具有重要作用.立足新建本科院校教改实际,从设计性物理实验教学的必要性和可行性出发,就设计性物理实验的教学模式、教学设计进行了探讨.     

园艺专业植物生理学设计性实验教学改革

针对我校园艺专业培养目标,我们对植物生理学设计性实验进行了改革,即修改了教学计划,减少了验证性实验,改进综合性实验,增加设计性实验;确立了设计性实验实施步骤,开发适合学生操作的项目选题;建立了设计性实验新型评价体系,从而促进学生的学。     

设计性实验方案的设计初探

设计性实验是高校实验教学的重要内容,实验中最关键性环节是设计其实验方案。文章以声光控制灯开关实验方案的设计为例探讨了设计性实验方案的特点、原则、设计过程与效果评价。实践证明,这对设计性实验方案的设计具有一定的指导意义。     

力学实验中设计性实验的开设

开设物理综合性、设计性实验是实验教学改革的重要内容之一,与传统的测量性、操作性、验证性实验相比,综合性、设计性实验更有利于培养学生的创新能力和综合素质,本文分析了力学实验中的设计性实验的特点、目的和意义。     

材料力学设计性实验的设计与实现

该文介绍了材料力学设计性实验,即横力弯曲实验的具体内容及实验装置的设计方法,阐述了设计性实验对提高学生创新能力的作用,尝试将设计性、综合性、研究性实验融为一体的实验教学模式。     

大学生择业价值观问卷的修订

因大学生就业问题研究的实际需要,以马斯洛层次理论为依据进行关于大学生择业价值观的研究。在对凌文辁(1995)的大学生择业价值观问卷进行修订的基础上,制订了大学生择业价值观问卷,通过对问卷进行探索性因素分析,提取出发展、情感、保健、生存、声望等五个影响因子,经过检测,问卷具有良好的信度和效度。可作为进一步研究的工具使用。     

Prophetic Visions for Professional Teachers: A Whiteheadian Perspective on Designing University Courses

Besides learning transmitted content, university students develop learning patterns through pedagogical processes designed into the structure of their courses. Courses shaped within the assumptions of epistemologies and ontologies that only afford narrow learning patterns can eschew learning as valuing processes. However, university courses can be conceptualized and constructed within assumptions that allow students to respond to the lure for learning through the valuation of importance that makes freedom possible. This paper proposes the two Whiteheadian notions of learning as event and learning as achieving strength of beauty through which courses can be conceptualized to facilitate the lure for learning in the pursuit of truth. Then, the paper illustrates how university courses can be designed as learning events through which students create prophetic visions as a means of achieving strength of beauty.     

A sense of belonging among Australian university students

ABSTRACT

This study was designed to explore what students perceive as essential factors influencing their sense of belonging. Gaining insight into what students perceive as influencing their sense of belonging enables design of interventions to foster that sense of belonging. Two hundred and nine students from a university in Sydney responded to the question: ‘What would help you to feel that you belong at Macquarie University?’ Results showed students most frequently identified people as instrumental in feeling that they belonged at university. Students also reported that places where there is respect, and where others are accepted, contributed to their feelings of belonging. Lastly, opportunities to interact with other students, such as within clubs, societies and at events, were reported by students to contribute to their feelings of belonging. Findings of the current study are discussed in relation to existing literature, to develop approaches that may enhance university students’ sense of belonging.     

论大学卓越教学之本原

卓越首先是一种德性,与生命存在的意义紧密关联。大学卓越教学是面向学生生命的教学。指向生命本身的卓越教学应立足学生自我生命的生长,树立关爱生命,发展生命,达成生命的教学观。这意味着大学教师在不断追求崇高的境界中应引领学生走向卓越的心智生活;引导学生体认创造性存在的价值,在理解生命,领悟生命的同时促成其生命境界的提升;作为面向未来学者的大学卓越教学,还应注重教学的研究性。     

“Methods of Inquiry”: Using Critical Thinking to Retain Students

In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on university warehouse data for three consecutive entering freshmen cohorts, resulting in a sample of 9,665 students, 1900 of whom had successfully completed the course. Results show these students are more likely to be retained or to exit successfully by the second, third, fourth, and fifth year as compared to those students who do not complete the course.     

University student approaches to learning science through writing

This study investigates the approaches adopted by students to a university writing programme designed to help them learn first‐year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open‐ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students’ approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully.     

Learning Studios for Introductory Accounting

Although originally designed for science courses, learning studios have been introduced at over 100 college campuses in a variety of disciplines. Our study focuses on the differences between classrooms designed as lecture spaces versus classrooms designed as learning studios. The impetus is the growing number of learning studios and proponents’ claim of better collaboration and learning within them. Given the substantial cost of a learning studio and greater demand at the authors’ university than supply, we questioned whether the university administration should be encouraged to build more. Learning studios are classrooms in which the seating arrangement places the students in a face‐to‐face orientation with one another. Our study measures the differences between learning studios and traditional classrooms both quantitatively and qualitatively. The learning studio did not result in higher retention rates (the percentage of students completing the course during the semester) or significant differences in total points earned by students in a learning studio compared to a traditional classroom. When examined by gender, however, a significant difference in total points is apparent. For all students in the study, the ability to interact with other students as well as the instructor was greater in the learning studio.     

当代大学生恋爱动机特点及教育建议

采用自编大学生恋爱动机问卷,用分层随机取样的方法抽取2014名大学生作为有效测试的被试。结果表明,当代大学生恋爱动机总体上是积极的,主要以情感性与婚姻性的积极动机为主,但在消遣性上存在显著的年级、性别、是否独生子女、专业类型、恋爱情况、家庭教养方式差异。根据当代大学生的恋爱动机的发展特点,从个人、学校、家庭方面进行相应的恋爱动机教育。     

Preparing university students to lead K-12 engineering outreach programmes: a design experiment

ABSTRACT

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students’ critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes.