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1.
从建设光伏材料专业实践教学课程体系必要性入手,探讨了该专业实践教学课程体系建设的内容和发展方向,以及如何建设的相关措施。 相似文献
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从建设光伏材料专业实践教学课程体系必要性入手,探讨了该专业实践教学课程体系建设的内容和发展方向,以及如何建设的相关措施. 相似文献
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根据国家教育部要求,国内绝大多数高校都相继开设了数学实验类课程。对如何系统开设适应不同学校、不同专业、不同层次学生的数学实验类课程,如何培养教学师资等问题,各高校都还在不断探索当中。同样,针对目前青海师范大学数学课程建设要求,也需要对如何做好实验类课程体系建设作进一步的探索与研究。目前,高校在开设数学实验类课程中面临师资建设、实验项目建设、课程体系 相似文献
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应用型本科院校以应用型人才作为培养目标,理论与实践紧密结合是培养高水平人才的关键。在加强专业理论知识教学的基础上,必须通过强化实践教学来提高人才培养质量,其核心是构建科学合理的实践课程体系。以软件工程专业为例,分析了当前软件工程专业实践课程体系中存在的问题,并在此基础上提出建设实践课程体系的思路和对策,以促进实践教学的发展,推动实践课程改革。 相似文献
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《赤峰学院学报(自然科学版)》2017,(21)
随着高校管理体制改革的不断推进,高校也采取相应的措施不断提升教学管理工作.此外,为了深入教学实践,突出学科特色,专业化教学建设也成为高校发展的一大重点.本文主要是以当前电子信息科学与技术专业在建设过程中所存在的问题进行分析研究,并从课程体系的设置、学生专业核心能力的培养方面着手,提出一些有针对性的建议,从而全面提升整体的教学水平、将实践教学环节落到实处,让学生可以灵活掌握和应用专业知识进行实际操作. 相似文献
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构建五年制高职数学模块化课程体系 总被引：2，自引：0，他引：2
针对当前五年制高职数学教学中传统课程体系存在的一些矛盾.结合教学实践,建立适应不同专业、职业的五年制高职数擘模块化课程体系,提高教学效果. 相似文献
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综合性大学数学与应用数学(师范类)专业教学改革研究 总被引：1，自引：0，他引：1
张培恒 《青岛大学师范学院学报》2007,24(4):111-113
在综合性大学举办数学与应用数学(师范类)专业,要充分认识综合性大学参与教师教育对教师教育专业教学的促进作用,从专业定位、培养目标、课程体系、教学内容、教学方法、实践教学等方面进行深入思考,促进专业教学改革,不断提高教育教学质量,适应基础教育课程改革的要求,培养出具有创新精神和可持续发展潜力,德、智、体、美全面发展的高素质教师。 相似文献
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对构建地方高校音乐专业实践教学课程体系的思考 总被引：1，自引：0，他引：1
黄琼 《齐齐哈尔师范高等专科学校学报》2010,(2):130-132
构建地方高校音乐专业实践教学课程体系,应该以现代高等教育理念为指导思想,加强实践教学“三大课程模块”的建设,即注重基础性实践,强化专业性实践,推进综合性实践,积极探索和推动地方高校音乐专业实践教学的改革和发展。 相似文献
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本文针对如何构建高职环境监测与治理技术专业实践课程体系的问题,从构建该专业实践课程体系的前期准备工作、专业实践能力构成分析及构建实践课程体系实例提出了具体的思路,同时介绍了构建该专业实践课程体系过程中建立实践课程体系更新和调整机制、加强实践教学保障体系的建设、实践课程体系与理论课程体系的关系三方面的体会。 相似文献
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Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.
Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.相似文献
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Robert L. Jackson 《Academic Questions》2007,20(4):332-346
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student
testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote
excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that
substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert
Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters.
Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
| Robert L. JacksonEmail: |
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
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Jose M. Castillo Joy H. Wang Julie G. Daye Kai Zhuang Shum Amanda L. March 《Journal of educational and psychological consultation》2013,23(4):413-444
ABSTRACTProfessional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation. 相似文献
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Ramya Chandrasekaran Shairah Radzi Peh Zhen Kai Preman Rajalingam Jerome Rotgans Sreenivasulu Reddy Mogali 《Anatomical sciences education》2022,15(5):850-862
Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of
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This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document
how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life”
as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational,
conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal
that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists,
social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love,
revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another
as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street
love”.
相似文献
| Yasser Arafat PayneEmail: |
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Prevention programs often encourage sexually abused children to disclose without fully considering the potential for adverse consequences. This study examined the impact of disclosure on abuse cessation and later adult symptomatology. A clinical sample of 301 adult survivors completed the Impact of Event Scale (IES/IES-R), and the Beck Depression Inventory (BDI-II). Participants were divided into 3 groups: Nondisclosure (n = 221), Disclosure/Abuse Ended (n = 25), and Disclosure/Abuse Continued (n = 55). Multivariate analyses of covariance, adjusting for abuse characteristics (age of onset, penetration, and number of perpetrators) and other trauma exposure, revealed significant differences in psychiatric symptom severity among the three groups, Wilks’ λ = 0. 95, F (6, 584) = 2.69, p = 0.014, ηp2 = 0.03. Specifically, those in the Disclosure/Abuse Continued group scored significantly higher on the IES/IES-R Intrusion subscale (p = 0.04) and the BDI-II (p = 0.01), as compared to the Nondisclosure group. The Disclosure/Abuse Ended group did not differ significantly from the other groups. Results suggest that disclosure may be detrimental unless adequate steps are taken to ensure abuse cessation and appropriate treatment. 相似文献
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Nine limiting binaries of Al2O3-SiO2-Re2O3(Re=Nd, Sm, Gd and La) system are assessed. The binary diagrams or experimental information from Toropov, Mizuno, Aramaki,
Bondar, Rolin and Coutures are optimized with the substitutional model of Kaufman and Nesor and the approximate formula of
fusion free energy for rare earth element oxides of Wu and Pelton. The extracted Gibbs free energies of pure solid oxides
and stoichiometric phases and the solution parameters are used to estimate the corresponding binaries, liquidus surfaces and
a series of isothermal sections of four ternaries Al2O3-SiO2-Nd2O3, Al2O3-SiO2-Sm2O3, Al2O3-SiO2-Gd2O3, and Al2O3-SiO2-La2O3. In the Al2O3-SiO2-Gd2O3 system samples as fired at exact temperature with different compositions were analyzed by X-ray diffractometer and the detected
results are fitted with the calculation of isothermal sections.
Supported by State Key Lab of High Performance Ceramics and Superfine Micro-structure (9517 and 9708) 相似文献