物理实验教学中创新能力培养策略研究

从教师的角度,结合物理实验教学实践,对创新能力培养的策略进行了系统的研究。认为创新能力培养的策略由思想认识策略、环境策略和行为策略三个方面组成。思想认识方面主要是要转变教师的教育观,澄清师生对创新能力的认识,培养学生的创新意识。环境策略即从拓展试验的空间,时间和材料等方面改善实验教学的客观环境和创设民主和谐的人文环境两个方面进行讨论。行为策略主要注重创新方法教育、对创新行为的鼓励以及进行创新思维能力的培养。     

浅谈高等数学教学中学生自主学习能力的培养

在知识经济时代和信息化社会条件下,知识更新加速,培养大学生自主学习能力,培养他们的创新能力和终身学习的思想具有重要意义。在高等数学教学中,应通过激发学生良好的学习动机,树立自主学习观,形成和发展学生的数学能力、元认知能力等来培养大学生自主学习能力。     

创新型人才:素质教育的目标

科技创新，人才为本，建设创新型国家的伟大事业，离不开源源不断的高素质创新人才。创新型人才的培养需要我们转变传统观念，构建创新机制与氛围；更新教育观念，转变教育方式；构建以人为本，注重个性培养的创新型管理模式；培养健全人格，完善新品质；培养实践能力，提高自主意识，是创新型人才培养的重要保证。     

Reading and spelling difficulties in high school students: Causes and consequences

Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.     

对于轮和完全图的Ramsey函数的渐近上界

给出了当n趋向于无穷时, 对于不小于4的偶数m, 有r(Wm, Kn)≤(1 o(1))C1·(n)/(logn)(2m-2)/(m-2); 对于不小于5的奇数m, 有r(Wm, Kn)≤(1 o(1))C2(n(2m)/(m 1))/(logn)(m 1)/(m-1). 这里C1=C1(m)＞0, C2=C2(m)＞0. 特别地, C2(5)=12. 该定理是在Caro等给出的r(Cm, Kn)的渐近上界的基础上利用函数fm(x)=∫10((1-t)(1)/(m)dt)/(m (x-m)t) 得到的. 当n趋向于无穷时, c(n)/(logn)(5)/(2)≤r(K4, Kn)≤(1 o(1))(n3)/((logn)2). 本文还给出了r(Kk Cm, Kn)的渐近上界.     

Technology student learning preferences and the design of flexible learning programs

The learning preferences of three hundred and thirty eighttechnology students enrolled in sub-degree programs at an Australian institution of Technical andFurther Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and providesupportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although theresearch focussed on learning preferences the analysis also indicated support for theWholist-Analytic cognitive style proposed by Riding & Cheema (1991). Genderdifferences were shown for the Interest subscales of the CLSI. Age-group differenceswere shown for several Conditions of Learning and Modes of Learning subscales.Implications for the design of training programs, and the skillsthat may need to be developed in technology learners to enable effective use offlexible delivery, are also discussed.     

试论化学教学中培养学生的思维能力

利用化学学科的特点和教材所蕴含的智力因素,优化课堂结构,调动学生求知欲望;加强学法指导,培养学生分析和综合思维能力;拓宽信息渠道,培养和训练学生的创造思维能力。通过抓思维的启发、诱导、训练和发展,以达到培养能力、开发智力的目的。     

基于专业综合改革试点改革的化学化工类创新实践教育研究

面对社会对创新型和应用型人才的需求,首先分析湖北理工学院化学与化工学院化工专业实践技能教育教学中存在的问题,然后系统论述培养学生实践技能的主要途径,以期为创新人才培养模式提供参考。     

高职教学扩大课堂信息量的探讨

课堂教学是教学的基本形式。高职院校要通过扩大课堂教学信息量,进一步调动学生学习的主动性、积极性,帮助大学生树立科学的世界观、人生观和价值观,培养学生的创新能力和实践动手能力。     

主体性创新性主动性师范性--关于教育心理学教学改革的尝试与思考

新一轮基础教育课程改革正在顺利、有序的推进。新教材、新理念也强烈地冲击着现有的师范教育体系。师范院校必须在更新观念，改革教学内容、方法和手段等方面做出表率，使培养出来的毕业生能够适应基础教育课程改革的需求。因此，在教育心理学教学改革中，应该在教学理念上，体现主体性；教学形式上，体现创新性；教学方法上，体现主动性；教学过程中，体现师范性。努力使我们师范院校的教育心理学教学改革，与基础教育课程改革相适应，并起到指导和示范作用。