武汉大学面向本科生的数据素养通识课程的建设与思考

[目的/意义]旨在通过分享武汉大学数据素养通识课程的建设过程,为同行开展相关工作提供参考。[方法/过程]通过案例分析、数据统计和数据挖掘可视化方法对"武大通识3.0"背景下的《数据素养与数据利用》课程的教学目标、教学内容、教学特色以及教学效果进行分析,探索课程体系的合理性。[结果/结论]授课方式和课内外实践内容的设置能够很好地调动学生学习的积极性,提高学习效果;课程考核结果、学生学习前后的问卷调查及课后反馈表明,课程学习明显提升了学生的数据素养。     

中国武术功夫论的身体素养意蕴与价值

运用文献资料法和中国哲学诠释学方法,在"技道并进""德艺双馨"的优秀文化传统和"功夫所至即是本体"的哲学范式下,提出:武术功夫是一个三维合一的概念,其既涵摄本体与主体,亦包纳才艺与能力,还囊括了方法与规则。从"功力"角度看,功夫具备本体的性质,指的是类似禅、太极等理念在长时间实践中的现身性表达;从"功用"的角度看,功夫就是一种高级的搏击竞技能力或表演才艺;从"功法"的角度看,功夫表征了方法运用的得当。其蕴藏了:(1)神形共建;(2)在人伦日用中寻求终身技能的发展;(3)身体技艺与情感意志共同成长三层"元实践"哲学意蕴。功夫旨在塑造整体的人、具体的人和自我超越的人,这无疑与身体素养所强调的"身体锻炼与人格培养并举"的整体论哲学在逻辑上相贯通。武术功夫在语义和哲学内涵两个层面上与身体素养有着极强的互释性,属于中国本有的身体素养思想,这就使得功夫修炼具备了提升当代人身体素养和助推当今武术发挥更广义的教育价值之重要意义。     

水源地环境绩效评估研究

近年来,我国饮用水水源地污染日趋加重,群众饮水安全受到严重威胁。本文站在水源地管理者的角度,运用ISO14031环境绩效评估标准对水源地进行环境绩效评估研究,将国际标准的先进理念运用到水源地管理当中,为水源地管理提供决策依据。     

高校图书馆信息资源利用与大学生素质教育

文章重点论述了高校图书馆信息资源利用在大学生素质教育中所发挥的巨大作用。结合北京林业大学在此方面所开展的实践工作,从思想政治素质、信息素养、人文素质、心理素质等四个方面进行了阐述,以期引导大学生正确利用高校图书馆资源,达到培养大学生健康成长成才的目的。     

高校开展专业信息素质教育的探讨

信息素质教育和专业素质教育有着极为密切的关系。文章提出开展专业信息素质教育的构想,即将信息素质教育融入院系专业教学工作中,数字化信息资源与教材配套使用,在专业课教学过程中渗透对数字化信息资源的学与用,藉此实现专业素质教育和信息素质教育的兼顾和双赢,解决长期困扰高校信息素质教育被动无力难题,并对其可行性和实施步骤进行初步的探讨。     

高校图书馆学生用户信息素养培育的研究

分析了高校图书馆学生用户信息素养的现状及成因,提出了培育高校图书馆学生用户信息素养的思路,认为转变教育观念,提升学生的信息知识,让学生参加信息检索,创造良好的社会信息素养培育环境,建立一支高素质的"信息检索课"的教师队伍是提高大学生用户信息素养的重要措施.     

面向新生的“微视频+代入式体验”信息素养教育研究

[目的/意义]基于建构主义学习理论，借鉴翻转课堂先进理念，以提高个人信息素养能力的初学者为主要教育研究对象，调研分析其个性特征、信息行为和教育方式偏好。[方法/过程]通过调研分析，总结教育方式与学生需求之间的矛盾成因，提出面向新生的"微视频+代入式体验"信息素养教育创新模式，着重分析模式特点、构建策略和实施方案，并提出可行性组织策略。[结果/结论]"微视频+代入式体验"信息素养教育新模式，综合运用微视频所特有的视觉冲击力，克服教师语言抽象化的不足，同时通过代入式情境体验，完成知识吸收内化、高层次思维认知，有效提升学生的信息素养综合能力。     

Libraries and Spatial Literacy: Toward Next-Generation Education

The role of the library is to assist citizens in skills development critical to national interest and empowerment as literacy ambassadors, in general. Specifically, the work by the Federal Geographic Data Committee (1994) indicates that spatial literacy is for every citizen and not just a set of workforce specialists. Hence, the use of maps in decision making and problem solving will become fundamental to all professions, including library professionals. Thus, a spatial literacy awareness and rationale for such as standard job ability is discussed as a future librarian workforce proficiency and knowledge transfer medium.     

Part 1. If We Frame It,They Will Respond: Undergraduate Student Responses to the Framework for Information Literacy for Higher Education

There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education.     

How can children with mild literacy difficulties be supported at the transition to secondary school? A small‐scale quasi‐experimental study

There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government‐funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had positive effects. This small‐scale quasi‐experimental study investigated the effectiveness of support for pupils with mild literacy difficulties on transition to secondary school. Thirty‐two pupils in three schools were involved; half received the programme. Pairs were matched on reading, spelling, age and gender. Intervention was designed around the individual needs of each pupil, focusing variously on language skills, writing, reading and spelling. The group receiving the programme made modest gains in spelling, reading efficiency and single word reading. The comparison group lost ground, relatively, in all three areas. The results suggest a promising line for more rigorous investigation.