基于思维导图的“医学影像物理学”教学实践研究

“医学影像物理学”是医药院校医学影像学专业的一门专业基础课,学生普遍反映课程内容繁多且难以融会贯通。为提高“医学影像物理学”课程的教学质量,通过分析“医学影像物理学”的课程特点及学生特点,在中医药院校“医学影像物理学”的授课中应用思维导图法,融合引导式教学方法,分别从课前导学、章末总结、对比归纳学习易混淆概念等维度进行课程教学设计。结果表明,思维导图引导式教学模式,可以帮助学生提高自主学习积极性,锻炼知识整合和逻辑思维能力,学生对课程设计整体评价较高,对其他影像学专业课程教学具有一定的参考意义。     

研究生选修课程“康复推拿学”教学设计探索

“康复推拿学”作为一门新兴的交叉学科,是现代康复医学与中医传统推拿疗法的结合应用。为推动“康复推拿学”纵深发展,教学团队在研究生课程体系中开设了“康复推拿学”选修课程。“康复推拿学”课程既有利于拓展研究生学习内容和思路,又利于培养研究生创新思维,是深化发展“康复推拿学”至关重要的环节。采用开放式、研讨式教学模式,探索设计研究生选修课“康复推拿学”的课程教学,有力地推动了“康复推拿学”课程迭代发展。     

A proficiency model for pre-service physics teachers' pedagogical content knowledge (PCK)—What constitutes high-level PCK?

This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK.     

Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence

Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.     

从5W传播模式探究微博在高校思想政治理论课教学中的有效应用

随着近几年微博的广泛流行,如何将微博应用于教育教学领域是值得关注和探讨的课题。文章尝试运用拉斯韦尔的5W模式解读微博传播机制,并且从四个方面探究了微博传播机制在高校思想政治理论课教学中的有效应用,最后就微博应用于高校思想政治理论课教学应当注意的相关问题进行了分析。     

《普通动物学》教学改革探索

普通动物学是生物科学专业的基础课程之一。通过分析当前动物学课程教学现状及存在的问题,从理论教学、实验教学、野外实习和标本制作四个方面对动物学的教学改革进行了探讨,提出了改革措施,旨在进一步提升本课程的教学质量,为后续课程的学习打下坚实的基础。     

基于“教、学、做”一体化教学模式的探索——以信息技术单片机课程为例

针对高职院校的单片机课程教学,提出了一种借助现代信息技术平台,以产品项目为载体的＂教、学、做＂一体化教学模式.按照行业岗位需求,重新整合、构建以职业技能为核心的课程体系,借助多媒体技术、网络化虚拟实验室等现代信息技术,采用项目教学、仿真教学、案例教学等多种教学方法,增强学生工程实践应用能力和创新能力,取得了较好的教学效果。     

高校体育专选课存在的问题及对策——以广西财经学院为例

随着高校的不断扩招,伴随着高校的教育也不断的进行改革,尤其是课程改革更是不断的深入。高校体育课的改革也首当其冲,牵动着体育老师们的那根敏感的神经,我们都知道,体育课是一门公共基础必修课,是高校教育组成的一部分。体育课在高等教育教学中起着越来越大的作用,目前高校中开设的体育专选课在高校里也很普及。但是从整体来看,高校开设体育专选课还有很多令人不满意的地方,以广西财经学院为例,就体育专选课出现的诸多问题进行一下梳理,以此为体育专选课的进一步改革提供一些必要的依据和建议。     

中国共产党百年军事体育变迁历程、特征及启示

运用文献资料、历史分析与逻辑分析等方法,回顾中国共产党百年军事体育变迁历程,分析其特征及启示。中国共产党百年军事体育经历了探索实践期、基础构建期、快速发展期和全面跃升期阶段,呈现新民主主义革命中的斗争性、中华人民共和国成立后的基础性、改革开放后的正规化、新时代的系统性特征。对新时代军事体育发展的启示:贯彻科学训练理念,实现军事体育强军梦想;提升训练管理水平,助力军事体育提质增效;致力体育科技赋能,释放军事体育发展潜力;借助国家体育力量,完善军事体育发展体系。     

低年级本科生人工智能通识选修课教学方法研究

随着人工智能教育的普及,各高校纷纷开设人工智能课程。文章根据人工智能课程的特点,分析面向低年级本科生开设人工智能选修课时遇到的问题,提出了一套人工智能通识课的教学改革方法,比如:优化教学内容;借助AI Studio学习平台,利用深度学习框架PaddlePaddle进行编程实践,并采用合理的课程考核方式;在传授理论知识的同时,注重实际动手环节,培养学生的学习兴趣。