MSI中规模计数器设计课程中的教法探讨

在数字电子技术课程的教学中有一章专门讨论时序逻辑电路的分析与设计,随着MSI中规模芯片的普及,大量的MSI计数器芯片进入了教材。由于课时的限制,教师不可能全面讲授这类芯片的设计方法,从而导致许多同学在考研时或在毕业后的工作中遇到不同的MSI芯片设计时就会出现困难。为此在本文中,我利用多年的教学经验总结归纳了此类问题的相关特征和简便的设计方法,为在校电子专业学习的同学们和从事电子专业教学的教师们提供一个参考。     

Possible factors influencing Asian students' degree of participation in peer-facilitated online discussion forums: a case study

This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided.     

Interaction and cognitive engagement: An analysis of four asynchronous online discussions

Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.     

Intergenerational Discussions as a Curriculum Strategy: Modeling Audacious Hope in Action

This article builds upon the idea of audacious hope in action described by Generett and Hicks in “Beyond Reflective Competency: Teaching for Audacious Hope-in-Action.” Outlining the difficulties that teachers experience sustaining hope, the author describes the survival strategies used by African Americans to remain hopeful when there was little evidence to support such a stance. This article proposes that intergenerational conversations with African Americans who are committed to social change can be an effective curriculum strategy for teacher educators seeking to incorporate a hopeful stance into their curriculums. Gretchen Givens Generett is an Associate Professor in the School of Education and Social Sciences at Robert Morris University. Her current research investigates the role of hope in education and the challenges of working for social change in mixed communities.     

The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.     

民办基础教育中引导型讨论教学模式探析

在民办基础教育高速发展的当代,根据有利于发展学生智力和培养学生能力,有利于确立学生主体地位,有利于指导学生主动学习的教法改革指导思想,提出了民办基础教育引导型讨论教学模式,并根据在实际教学中的应用,讨论了该教学模式的利弊。     

Student outcomes associated with use of asynchronous online discussion forums in gross anatomy teaching

Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy‐specific course. The forums are structured with a separate site for each course module and moderated weekly by staff. Students are encouraged to post to new threads (initial post) and answer queries in threads started by others (reply post). Analysis of forums was conducted separately for each course and included overall activity (posts and views) for a full semester and a detailed analysis for one week in the middle of semester. Students were classified as zero, moderate, or high contributors to the forums based on the number of posts. Final mark for the course was related to level of forum contribution using nonparametric tests. Forum threads were characterized as task‐focused, administrative, or other. A higher proportion of second year (36%) than first‐year (17%) students posted on the forums and the postings were more likely to be task‐focused and student initiated. Second‐year students that posted frequently to the forum gained a higher final mark for the course than those that did not post or only posted a moderate number of times (P < 0.01). This relationship was not evident for first‐year students who had a much higher proportion of administrative threads. Forums in anatomy courses can be powerful learning tools encouraging deeper learning and improved learning outcomes. Anat Sci Educ 6: 101–106. © 2012 American Association of Anatomists.     

Talking about death: Implementing peer discussion as a coping mechanism to overcome fears about dissection,death, and dying

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open‐ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Anat Sci Educ. © 2013 American Association of Anatomists.     

Encouraging Critical Thinking Through Expert Panel Discussions

Abstract. Encouraging critical thinking in classroom discussions when the class consists of students with similar backgrounds and professional experience can be challenging. This article reports on one method for introducing multiple viewpoints into discussions by requiring students to represent views from well-known personalities who are vocal in current controversies. This activity has improved student involvement, animated discussions and created high levels of interaction between students, and encouraged deeper levels of thinking and familiarity with important issues under public debate.