仿真实验在大学物理实验教学改革中的应用

物理仿真实验把实验设备,教学内容(包括理论教学),教师指导和学习者的思考、操作有机融合为一体,形成一部可操作的活的教科书,为物理实验改革提供了有力工具,同时克服了实验教学长期受到课堂、课时限制的困扰,使实验教学内容在时间和空间上得到延伸.笔者采用问卷调查和访谈的方式,从学生和教师两方面对物理实验教学进行了调查和分析,通过典型案例分析物理仿真实验的特点,为大学物理实验改革提供新思路.     

河北定州新农村建设试验的改良路径分析——基于帕累托改进的视角

非帕累托改进路径是河北定州晏阳初乡村建设学院夭折的主要原因之一。在这一路径下,建设学院的新农村试验活动并没有使当地农民、商业服务部门和县乡政府等相关者得到实际的利益,却受到不同程度的损失。而以帕累托改进的视角分析建设学院的实验活动,则存在一定的局限性。     

大鼠游泳训练应用方法的探讨

游泳运动是建立大鼠运动模型的常用方法之一,相较于其它方法,对大鼠的干扰相对较小、易维持运动强度在较高水平,而所需设备大多简便易得,但也有很多不足。文章对大鼠游泳的外部条件的控制、训练过程的掌握、运动负荷的衡量、运动后的处理等几方面问题做了阐述。     

虎掌菌的液体发酵工艺条件研究

通过单因子试验和多因子正交试验,优化筛选了适于虎掌菌（Tremellodon gelatinosum）摇瓶培养条件．结果表明：虎掌菌摇瓶培养的最佳条件是2．5％可溶性淀粉,0．25％的牛肉膏,摇瓶转速120r·min^-1．温度25℃,接种量为10％（V／V）,最佳发酵时间是6d．     

中国教育实验30年

改革开放30年来,我国的教育实验深深地影响着我国教育从理论到实践、从课程到教学、从决策到实施、从个人到组织的多个层面,见证了我国教育改革和发展的历史脉络,为探索和建构中国特色社会主义教育体系发挥了不可替代的独特作用,积累了丰富的经验。在新的历史条件下,我国的教育实验研究面临着新的挑战和问题,进行符合时代精神的思维方式的根本转换和方法论更新,是教育实验持续发展的关键所在。     

大工程观背景下开放型化工仿真实验的教学实践

在大工程观背景下分析了化工原理实验的地位。以石油炼制常减压蒸馏流程级仿真为例,从工程优势的角度探讨了开放型化工仿真实验教学的实践。最后,指出大工程观的理念指导下,开放型化工仿真实验的教学实践为培养创新型高素质工程人才做出了应有的贡献。     

Simulation experiments on counter beam lighting in highway tunnel

Counter beam lighting was introduced as well as transverse symmetrical lighting and longitudinal symmetrical lighting. Simulation experiments were carried out by using DIAlux lighting software for the above three lighting methods. The results show that counter beam lighting is more reasonable to be adopted in the tunnel entrance zone because its threshold increment of disability glare is greater. Counter beam lighting can improve the background luminance of the obstacles and lighting efficiency compared with transverse symmetrical lighting and longitudinal symmetrical lighting. Therefore, tunnel lighting energy-saving can be achieved by reducing the road luminance demands and luminaries power. Longitudinal symmetrical lighting is conducive to the large luminaries spacing in the tunnel internal zone; so power consumption can be reduced by decreasing the number of luminaries used. Tunnel walls are unsuitable to pave with smooth or bright material. Installation height of the luminaries has less effect on counter beam lighting.     

Building an understanding of heat transfer concepts in undergraduate chemical engineering courses

Understanding the distinctions among heat, energy and temperature can be difficult for students at all levels of instruction, including those in engineering. Misconceptions about heat transfer have been found to persist, even after students successfully complete relevant coursework. New instructional methods are needed to address these misconceptions. This pilot study examined whether researcher-developed and inquiry-based activities could increase conceptual understanding of heat transfer and alter common misconceptions. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities using a ten-item concept inventory. Concept inventory questions were developed to assess students＇ performance on questions closely related to the inquiry-based activities and questions applying concepts in new contexts. Participants significantly improved their overall scores from pre-test to post-test. An examination of performance on individual items revealed significant improvement on half of those questions closely related to the instructional activities and half of those applying concepts in new but related contexts. Results are examined in light of the assessment and inquiry activities that were used, as well as the difficulty of the concepts. Educational implications and suggestions for future research are discussed.     

含追加的在线评论有用性感知影响因素研究——基于眼动实验

随着网络购物的不断发展,许多在线购物网站的评论系统都增加了追加评论的功能,含追加的在线评论显著增多。然而,以往关于在线评论的研究主要集中在对一次性在线评论的研究,较少研究关注含追加的在线评论。本文聚焦于含追加的在线评论,基于归因理论、负面偏差效应等理论,运用眼动追踪技术,探索含追加的在线评论有用性感知的影响因素与消费者对其主观认知过程。研究结果表明,消费者对含负面追加评论的评论信息、初次评论与追加评论情感不一致的评论信息、初次评论与追加评论时间间隔较长的评论信息的关注程度更大,有用性感知更高。另外,眼动实验给出了更为复杂的变量之间的交互关系。     

The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents

In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San Francisco, California. Using the framework of narrative inquiry and portraiture, the article tells the story of the group’s formation, its structure, and its benefits for the participants’ personal and professional growth. The authors argue that an inquiry group is a highly viable, home-grown form of professional growth that relies on the group as a forum for self-study and reflection. The inquiry group provided the teachers with an increased understanding of child development and instructional strategies, a trusting public forum for sharing and validating their inquiry and teaching, and a communal opportunity to make visible the voices of teachers, children, and families.