高校精密测量实验室仪器设备管理

实验室是培养学生动手能力、创新能力的基地,仪器设备管理是实验室管理工作的重点。从常规仪器管理、精密测量仪器管理及管理者的角度探讨了精密测量实验室仪器设备管理的细节。通过科学管理使仪器良性运转,提高仪器设备的利用率。     

自制开发实验装置及其在实践教学中的应用

湖州师范学院生命科学学院现有部分实验装置比较陈旧且功能单一,可操作性也较差,很有必要进行自制开发。通过将自制开发的实验装置用于实践教学,一方面有利于发挥实验技术人员的工作积极性和创造性,更好地发挥他们的作用;另一方面也有利于更好地培养学生的创新能力和科研能力,取得更好的教学效果。     

走自制设备之路 提高师生实验创新能力

在新的历史条件下,人才的培养模式发生了深刻的变化,其更加注重素质教育,特别是对学生创新精神和实践能力的培养.除了通过加大对创新性、设计性实验设备的投入,还可以利用现有设备,走设备自制之路,师生共同设计创新实验项目.     

公共政策工具论视角述论

在概要论述公共政策工具论视角形成的背景、主要研究路径、主要研究成果、主要优点以及不利之处的基础上,展示该领域呈现的发展趋势。     

Instruments to assess students’ critical thinking—A qualitative approach

Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple-choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open-ended group-discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally-related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students’ ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments’ efficacy in assessing CT, with (1) high-quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students’ consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students’ CT skills, and then devise targeted interventions to improve the quality of students’ thought processes.