论“纲要”课考试形式的创新

中国近现代史纲要（以下简称＂纲要＂）课是大学生必修的一门重要的思想政治课,在医学院如何通过考试形式的创新提升＂纲要＂课学生的学习兴趣及课程的教学效果是一个值得深入研究的问题。笔者所在的川北医学院通过将演讲、看视频写感想等生动活泼的形式引入到＂纲要＂课的考试中取得了不错的效果。     

"递进式"大学英语阅读教学法的探索

有序地、创造性地、有目的地组织阅读课的教学,是实现教学目标的有力保证。“递进式”大学英语阅读课教学方法可以弥补传统教学方法不足的优势,具有实现因材施教,教学内容条理化和提高教学质量等系列价值。文章探讨了大学英语阅读课“渐进式”教学的方法,着重阐述这种教学方法的预习、导入、输入和巩固“四步曲”。     

有机太阳能电池研究近况

有机太阳能电池作为一种新型太阳能电池,为人类解决能源问题提供了新的途径,近年来成为世界各国争相开发研究的热点．以有机太阳能电池的工作原理、结构及国内外研究近况为视角,探讨有机太阳能电池的未来发展模式．     

冷却速度对多元微合金钢组织及性能的影响

利用热模拟实验,通过金相和透射电镜观察及硬度测量,分析了低碳多元微合金钢完全奥氏体化后以不同速度连续冷却到室温所得到的组织类型。结果表明:冷速在1℃/s时,得到粒状贝氏体和极少量针状铁素体组成的混合组织;当冷却速度在10~50℃/s,合金组织主要以板条贝氏体和粒状贝氏体为主,并且随着冷却速度的增加,板条逐渐细化,试样硬度缓慢上升。在较低的连续冷却过程中有细小的碳氮化物析出。     

以说课竞赛为重心培养学生说课能力的探索

剖析以说课竞赛为重心培养学生说课能力的原因,阐述以说课竞赛为重心培养学生说课能力的教学流程和具体策略,最后简明地介绍了以说课竞赛为重心培养学生说课能力的效果与不足。     

制冷专业课程的“任务驱动型”教学

在制冷专业课开展＂任务驱动型＂教学,可使学生变被动为主动地接受知识。其方法是,教师根据课程内容,提出相应的任务,并引导学生设法完成。学生在完成任务的过程中,可进一步理解和掌握课程的知识,并获得相关技能的训练。教学过程包括＂情境的创设,任务的提出、完成和评价＂等环节,有利于培养学生自主学习的能力和合作意识。     

Large-scale similarity data management with distributed Metric Index

Metric space is a universal and versatile model of similarity that can be applied in various areas of non-text information retrieval. However, a general, efficient and scalable solution for metric data management is still a resisting research challenge. In this work, we try to make an important step towards such management system that would be able to scale to data collections of billions of objects. We propose a distributed index structure for similarity data management called the Metric Index (M-Index) which can answer queries in precise and approximate manner. This technique can take advantage of any distributed hash table that supports interval queries and utilize it as an underlying index. We have performed numerous experiments to test various settings of the M-Index structure and we have proved its usability by developing a full-featured publicly-available Web application.     

Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data sources, this study found that lesson study was beneficial for this group of GTAs in that it modified critical aspects of their beliefs about biology instruction. Each participant felt that lesson study helped revise their teaching and changes were seen in some aspects of the participants’ Pedagogical Content Knowledge (PCK). Despite this, there was an observed disconnect between participants’ vocalized intent and classroom practice. This disconnect could be attributed to the difficulty of implementing new strategies, the short duration of the lesson study, and the instructional inexperience of the participants in the study.     

运用“梅脱”值控制课堂运动强度的初探

试图在课堂运动强度上引入“梅脱”概念．根据学生的起始状态,采取适宜的运动强度和手段,有针对性的、定量化的指标来指导课堂运动强度,以达到增强心脏功能的目的。