黔南布依族地区中学生“宏观-微观-符号”三重表征调查研究

＂宏观-微观-符号＂三重表征是化学学习中特有的思维方式,它有助于学生对化学知识的理解,优化学生的化学知识结构。本研究采用问卷调查等方法,对黔南布依族中学生的三重表征水平进行调查和分析,发现这个地区的中学生的三重表征思维方式十分有限。     

应用化学硕士生实验教学理念与实践

"应用化学硕士生实验"是我校自2009年起面向化学化工与生物工程一年级硕士生开设的一门选修课。实施本课程为提高硕士研究生实验能力、建设培养学生创新精神和创新能力发挥了重要作用。     

基于职业能力培养的生物化学实践教学课程设计探索

以提高学生职业能力为目标,以“教、学、做合一”为行动导向,探讨生物技术及应用专业生物化学实验技术课程设计的原理、方法以及实践过程管理,为进一步提高高职高专生物化学教学实效提供依据.     

构建研究型实验教学法培养学生创新能力

在论述研究型教学体系的意义的基础上,结合无机固体材料化学课程的特点进行改革和探索,构建了以学生为主体的研究型实验教学体系.该体系的实施,对于提高学生实践和创新能力具有积极的推动作用.     

层次递进的基础化学实验教学体系之构建

全面优化组合更新实验内容,按基本实验知识与技术、化学鉴定与分析技术、化学制备技术、物性数据测试与反应机理实验技术、化工单元操作与产品开发实验技术编排成5个模块,按不同专业、不同课程不同要求的实验项目进行分类,由基本技能训练、专业综合应用再延伸到创新设计研究能力培养的实验项目,组成序列递进训练的实验教学模式.全面引进现代教育技术,完善开放式实验教学的管理模式和各项规章制度,扩展实验开放教学功能,完善与新的实验教学体系相适应的教学手段.     

构建有机化学实验教学体系培养应用型人才

为适应应用型本科人才培养的需要,改革传统的实验教学模式,探讨建立新的有机化学实验教学体系并加以实施。开设综合性、设计性实验项目,体现以学生为主体,重在培养其创造性思维、开发创造力的实验教学思想。通过多媒体教学的引用、实验室开放,开展学生创新性实验项目等措施,切实提高学生的综合素质和能力。     

探索综合化学实验培养学生综合创新能力

综合实验的开设对学生综合素质的提高,实践能力、创新能力的培养,以及整个高等教育培养模式的转换起着非常重要的作用.论述了开设综合化学实验与培养学生综合创新能力之间的关系,指出综合化学实验的发展,顺应了时代发展和教育改革的需要,体现了创新人才培养的基本要求,是培养学生创新精神与创新能力的重要途径.     

高校化学试剂的管理探讨

实验室是高等院校从事人才培养和科学研究的重要基地,高校实验室数量大、分布广、学科众多、专业性强,对化学试剂的需求品种繁多.因此,建立、健全从化学试剂购买、运输、储存、使用和处置的全程信息化管理体系,对高校教学、科研工作的安全、有效、环保的进行,具有十分重要的作用.     

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.     

近代物理实验教学体系及教学模式的改革

介绍了河南科技大学物理与工程学院在深化近代物理实验教学改革,培养具有创新能力人才的实践情况。主要介绍了在教学体系和教学模式方面进行改革的设计思路和具体实践。