高职“CAD／CAM”教学改革的探讨

根据高职数控技术及应用专业CAD／CAM课程的特点，结合我交几年来的教学改革，系统地介绍了该课程在课程体系，教学方法，实践教学等方面的改革措施及所取得的阶段性成果。     

Using quality enhancement processes to achieve sustainable development and support for sessional staff

Abstract

Consistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context.     

双积分A/D转换器工作原理的演示实验装置的设计

选用基本元件设计一种实验电路装置，通过各关键点时序波形观测，展示双积分式A／D转换器工作原理。     

循礼·达仁·知天命——从孔子看人的生命存在

孔子思想中对于"人"的生命存在可分为三个不同的层次,分别是"循礼、达仁和知天命"。此三者指向性渐趋"人"之内在自觉,是一个由表及里、由外向内的过程。随着"人"的境界的提高,"人"的最显著变化是"人"的内在道德修养的提升和弘扬。通过提升"人"之"德"去体悟"天"之"德"而达到终极目标———"天人合一"的境界。     

Fostering Distributed Science Learning Through Collaborative Technologies

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.     

刍议大学英语教学改革中的传统教学模式

在大学英语教学改革中，传统教学模式依然存在。本文在对传统教学模式存在的原因进行分析的基础上，探讨如何充实传统教学中“一嘴”“一书”“一笔”的内容，为传统教学模式注入新的内涵。     

‘What drives students’ affective commitment towards their university?’

How can universities build ongoing, committed relationships with students, able to withstand the financial and emotional challenges of studying in higher education? The research proposes that students’ ongoing attachment to their university, based on positive feelings towards the university, is an important aspect of the student experience. This ongoing attachment is conceptualised here as students’ affective commitment towards their institution. Using an online survey-method and a research sample comprising undergraduate students studying in the UK, this research identifies three factors which drive students’ affective commitment towards their institution. These factors include students’ affective commitment towards academics and students’ calculative commitment towards the institution; factors which draw from the relational literature. A third factor, commitment balance, was developed within this research. Commitment balance occurs when a student’s commitment to their university is perceived to be reciprocated by the university’s commitment to the student. The study found that commitment balance was the most important driver of students’ ongoing attachment to their institution. The paper proposes that commitment balance is a key idea to consider within relational studies generally, but has a particular relevance in the higher education context for understanding the student experience. Commitment balance reflects the pulse of reciprocity which energises relational exchanges between students and institution. The findings of this research reinforce how critically important it is for universities and academics to build relationships with students. The desired outcome is to enhance the student experience, create positive attachment between students and university and ultimately improve student retention.     

‘Teachers should be like second parents’: affectivity,schooling and poverty in Mexico

The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to persist with school or not, especially when they are already under pressure due to economic difficulties and other family pressures. Yet currently, pressures to achieve efficiency in schools limit staff capacity to establish more personal contact with students. The article looks at how three key spaces within Mexican secondaries could potentially reinforce one another to help attend to students' emotional well‐being, but also points to obstacles that currently prevent these spaces from being used in a constructive way.     

C3H6/C3H8在AgCl、CuCl上吸附作用的量子化学计算研究

用ZINDO/ 1和abinitio/STO -6G 方法 ,对C3H6 、C3H8与AgCl、CuCl间的吸附态优化构型、原子净电荷、吸附能、前沿轨道能量作了计算。计算结果表明 ,C3H6 /C3H8在AgCl、CuCl上吸附作用机理为 :C3H6 在AgCl、CuCl上发生了强相互作用 ,为化学吸附 ;而C3H8与AgCl、CuCl仅发生了较弱的物理吸附 ,因此C3H6 /C3H8在AgCl、CuCl上具有较大的吸附选择性 ,比较而言 ,CuCl较AgCl更适合于作为C3H6 /C3H8分离吸附剂的活性组分     

Teachers’ perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.