浅析高等数学思想方法在初等学科教育中的重要作用

数学思想方法是数学的灵魂,渗透于整个数学的学习与应用过程.本文论述了数学思想方法的含义,并结合实例阐述了高等数学思想方法在初数学及其他学科学习中的重要的作用.     

自备鱼用绒毛膜促性腺激素（HCG）的简易生产方法

鱼用绒毛膜促性腺激素（HcG）是水产业常用的催产素。本文介绍一种自制鱼用绒毛膜促性腺激素的简易方法,此法取材方便,制作成本低,有利于水产养殖业降低生产成本。     

A study of teacher cognition in planning elementary science lessons

Advances in cognitive psychology and in research techniques have led to an increase in the acceptance of the conception of teaching as a “thoughtful” profession. The interest and enthusiasm of researches in aspects of teacher cognition demonstrate a shift from an emphasis on observable teacher behaviours to a focus on a teacher's unobservable thinking process. In this study, a qualitative approach was used to uncover a teacher's thinking process during lesson planning, to depict a more holistic view of the structural complexity of teacher cognition during lesson planning. Specialised science teachers and general teachers who had different levels of subject expertise were studied. The teachers were interviewed on how they planned an elementary science lesson. Interview protocols were analysed using a taxonomy which assessed the cognitive complexity of teacher thinking. Differences were found between specialised science teachers and general teachers in the levels of structural complexity in their thinking process.     

一种纤维素酶产生菌筛选方法的改良

纤维素是自然界最为丰富的可再生资源,许多国家已在纤维素酶产生菌上开展了广泛研究。传统的刚果红平板染色筛选方法,不是操作繁琐、菌落混杂,就是微生物产生的透明圈较为模糊,不易区分;利用曲利本蓝作为染料筛选纤维素酶产生菌,操作方便简洁且产生的透明圈明显,而且其粗酶液采用滤纸酶活力(FPA)分析,发现该方法筛选的菌株假阳性低。     

Plants as producers: A case study of elementary science teaching

This case study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. This case study focuses on one of the nine teachers observed teaching an activity-based unit on plant growth and photosynthesis. Although the teacher became aware that her students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors that contributed to this disappointing result. The teacher and the curriculum developers held different views about learning and the nature of science, and several problems surfaced about the content and organization of the teacher's guide.     

A teacher's implementation of authentic assessment in an elementary science classroom

This study describes an elementary school teacher's implementation of authentic assessment strategies in her science classes. After completing a graduate elementary science methods course, this teacher decided to make changes that would align her assessment strategies with her hands-on approach to teaching science. She experimented with a variety of assessment strategies and was successful in the use of science logs, performance assessment, creative drama, scrapbooks, and interviews, while rejecting the use of portfolios. Factors that contributed to the successful implementation included administrative support, close contact with parents, collaboration with university faculty, teacher's ownership, and the teacher's flexibility to try a variety of strategies. The teacher's perception of assessment shifted toward an integrated model wherein instruction and assessment occur simultaneously. Her typical reaction after assessing her students changed from disappointment in how they performed on a test to surprise at how much they knew. © 1996 John Wiley & Sons, Inc.     

A psychoeducational program dealing with child abuse for elementary school children

This paper reports the outcome of an attempt to teach children in grades 5 and 6 about child abuse and neglect. The Child Abuse Component of the Human Relations Program described and evaluated here is a unique effort to provide children with an opportunity to discuss and learn about this aspect of family violence. An impact assessment was conducted by documenting possible changes in student knowledge and attitudes regarding child abuse as a result of exposure to the Child Abuse Component of the Human Relations Program. The test group of children consisted of 315 boys and girls in grades 5 and 6. A comparison group of 298 children was closely matched with the test group on the basis of age and sex. These groups were formed by randomly selecting 12 teachers from all teachers agreeing to use the Component and 10 teachers choosing not to employ the Component. The students in the classrooms of these teachers received the same curriculum for their grade level with the exception of the field-test group additionally receiving the Component. Selected child abuse knowledge, attitude, and personality (security) measures were given all subjects in a post-test with comparison group research design. Teacher knowledge and attitude were also assessed. The results of the data analysis, teacher, and special observer reports suggest that the Component was effective in meeting its objectives and was not disturbing to test subjects. Apparently, the test children profited by experiencing the Component mainly because of the opportunity it provided for class discussion. Moreover, the knowledge levels and interest of the children in both groups was seriously underestimated.     

Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom

Abstract

This research was conducted on two groups of pre-service elementary teachers (PSETs) (N?=?38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using VR and technology when teaching. Participants felt significantly more ready to teach science using computer-based technology (t = 7.23, p < .0001) following the intervention. Qualitative analysis of responses showed that PSETs were positive about their VR experience and had come to see VR apps as supplementary educational tools. The majority of the PSET teams successfully created original instructional material using VR, increasing their self-efficacy.