材料科学基础的教学改革与实践

本文针对金属材料工程专业的校级必修课“材料科学基础”,提出了教学改革方案,并进行了教学实践,实践证明“提高教师业务能力与素质;采用一个合理的课程体系;解决好该课程与基础课及专业课的关系;运用一系列教学方法;改革实验内容及方法;利用计算机进行辅助教学;采用计算机命题及评分系统等是提高教学效果的有力措施及手段。     

论高科技时代的人文素质教育

高科技时代对人文素质教育提出了许多新的要求。适应这一时代发展趋势,人文素质教育应该具有它独有的内涵和特征,即人文素质教育中包含科学素质教育,人文素质和科学素质是一体的。     

基于Weka的MOOC学习者学习成绩影响因素分析 ——以Coursera网站北京大学一门课程为例

本文应用数据挖掘软件Weka,对北京大学2015年在Coursera平台上线的一门课程中学员的网上学习行为数据进行了相关分析.对全体学员和有学习成绩的学员的学习行为分析结果均表明:学员的学习成绩与课程网页浏览次数、平时测验总成绩、论坛发帖数、论坛回帖得票呈正相关关系.对无学习成绩的学员学习行为分析结果表明:他们的论坛讨...     

Implicit intelligence beliefs of computer science students: Exploring change across the semester

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.     

Working with rules: lived democracy in school

This study focuses on an attempt by a Swedish secondary school teacher to fashion a more participatory education situation by involving his students in deciding the rules for their group work. Five group sessions were video recorded and examined using a conversation–analytic approach. The findings show a complex interplay between democratic and undemocratic elements in the interaction between the teacher and the students, as well as among the students themselves. Throughout the material, the students often reconnected to the democratic discourse of the teacher and employed it for various purposes. This also meant that the students’ work with the assignment was sometimes set aside. However, because it can be assumed that the students pick up new democratic competencies as they partake in the sessions, the teacher's participatory agenda can still be defended. The findings are discussed in relation to previous research.     

Student Management of Web-Based Hypermedia Resources During Open-Ended Problem Solving

Abstract

Twelve middle school students' use of computer tools to manage and manipulate Internet-based hypermedia resources was investigated. Tools were proposed to support higher order thinking about hypermedia resources to help students find, frame, and resolve open-ended science problems. Tools alone were insufficient to help students manage hypermedia information for solving open-ended problems. Students more frequently applied lower order tool functions (e.g., information collection) than higher order tool functions (e.g., reasoning). Students typically resolved problems with original solutions, but tools were used infrequently to develop evidence-based arguments justifying new ideas. Computer tools alone may be insufficient to help students manage extensive hypermedia resources. Together with additional support structures, however, tool potential may be realized.     

进入专业学习前后的中国现当代文学作品阅读——关于高职院校语文教育专业学生文学阅读的调查分析

语文教育专业学生在基础教育阶段的名著阅读量远未达到国家要求,进入中文专业学习前的阅读储备非常欠缺;而进入专业学习后,学生阅读活动听从课程学习和教师教学进度的指挥。在课程学习结束后,学生的阅读则明显具有凭兴趣和偶发的特征。     

高校图书馆新生培训效果调查及培训模式创新——以中山大学东校区图书馆为例

采用问卷调查法对中山大学东校区图书馆新生培训效果进行调查,发现其中存在有限的培训时间与不断增长的培训内容之间的矛盾、不断增长的新生人数与有限的培训资源之间的矛盾、培训针对性不强等问题亟待解决。在图书馆现有培训资源的基础上,提出新生培训前开展自学自测、采用体验式学习模式和针对性电子资源现场操作演示相结合的新型培训模式,将传统新生培训与网络技术紧密结合在一起,适应新形势下新生培训工作的需求。     

An Analysis of Undergraduate Students' Search Behaviors in an Information Literacy Class

The purpose of this project was to investigate how students' search strategies changed over the course of a semester-long information literacy class. Data collection included four different paper questionnaires corresponding to course content in the spring 2008 semester. Seventy-seven participants completed the questionnaires and course work in the class. Results showed that participants' demographics did not have any impact on their selection of search keywords. While participants reported better search experiences with more search keywords, they were not able to develop more sophisticated search keywords after receiving more instruction and search experience. The participants who did develop more sophisticated search keywords had better search experiences and a higher rate of satisfaction with their research results. Future studies should examine what enabled these participants to develop more sophisticated search keywords.     

Supporting students' preparation for the viva: their pre-conceptions and implications for practice

In universities theories and concepts are created and used within a disciplinary context, and some understanding of this context is necessary if students fully are to make sense of their studies. Thus, we investigate computer scientists' perspectives on their discipline. Biglan characterises Computer Science as being hard, rather than soft and as being applied, rather than pure. Therefore, Computer Science is associated with the engineering disciplines. Although many computer scientists support this view, others see the discipline as being identified more properly with Mathematics and/or the sciences. We suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context.