共查询到20条相似文献，搜索用时 156 毫秒
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艺术设计专业实验室建设与管理具有自身的特点和规律.本文分析了工科院校艺术设计专业实验室建设与管理存在的问题,提出了相应的实验室建设与管理的对策和方法. 相似文献
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卢婉娟 《宁德师专学报(自然科学版)》2011,23(4):393-395
专升本院校实验室建设与管理的工作,直接关系到学校的办学质量和人才培养.针对目前实验室建设与管理中存在的问题,采取有效措施,着力加强实验室建设与管理. 相似文献
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实验室作为培养学生创新能力和实践能力的重要场所,是全面推进素质教育的重要组成部分,高校必须在大众化教育阶段加强实验室的建设和管理.本文通过分析实验室建设与管理存在的问题,提出了大众化教育背景下的实验室建设与管理的措施. 相似文献
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加强纺织服装专业实验室队伍建设 总被引：1，自引：0，他引：1
加强专业实验室队伍建设,这在高校实验室建设与实验室管理中起着重要的作用.针对纺织服装专业实验室的实验技术人员和实验室管理的现状提出了几点改进措施. 相似文献
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工业设计实验室建设与探索 总被引：1，自引：0，他引：1
加强实验室建设是提高学生设计、表达能力和制作模型能力的一个关键点.针对工业设计专业实验特点,介绍了工业设计实验室建设思路和实验教学体系组成,提出实验室管理新模式,即基础实验室开放管理、专用实验室专人管理.最后,讨论了做好实验教学的几个问题. 相似文献
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实验室是高等学校进行实验教学、开展科学研究的重要基地,高等学校实验室建设与管理的状况是反映高等学校教学水平、科研水平和管理水平的一个重要标志.强化实验室管理在当今形势下显得尤为重要.笔者结合我校实验室管理工作实际,就加强实验队伍建设与管理、规范实验教学管理、深化实验室管理体制改革、加强实验室软件建设与管理、更新实验内容和改革教学手段等方面作了一番研究,愿与同行们探讨. 相似文献
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生物是一门以实验为基础的实践性学科,生物实验教学是高中生物教学的重要组成部分.生物实验室的建设与管理质量则是决定生物实验教学效果的关键.在新课程背景下,教育部门对中学生物实验教学和生物实验室的管理建设提出了更加全面、科学的要求,中学实验室建设和管理也被纳入到对学校的综合评估范畴之内.但是,目前中学生物实验室的建设和管理还存在很多问题,有待我们解决. 相似文献
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王文洁 《中国现代教育装备》2012,(23):35-37
高校生命科学实验室的安全管理是实验室正常运转和教学科研工作顺利进行的基本保障,关乎国家财产安全,师生生命安全.基于高校生命科学实验室安全管理的特点,提出其安全管理建设工作需要转变管理理念,并给出了在实践和探索生命科学实验室安全管理建设中取得的经验和成效. 相似文献
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地方高校经济管理实验室体系重构研究 总被引：3，自引：1，他引：3
胡嘉将 《实验室研究与探索》2008,27(6):135-138
现行地方高校经济管理类实验室建设片面追求功能效果,忽视成本、管理等因素,存在着许多不容忽视的问题。经济管理实验室体系构造必须以学校的办学定位、培养目标模式、管理体制、专业学科设置、实验室管理能力和水平为基本依据,本着满足需要、便于管理、节约高效的原则进行规划和建设。理想的经济管理实验室体系框架应该包括计算机应用模拟实验室、场景模拟实验室、全真实验室三个类型,地方高校应根据自身实际情况采用修改式或再造式进行构建。 相似文献
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实践教学是电子类理工科专业教学的重要组成部分,着重培养学生工程应用能力和动手能力。阿坝师范高等专科学校采取实验室规划建设与实践教学相互促进,电子信息实验中心依托学校灾后重建和升本评估,加快了实验室标准化建设和管理。 相似文献
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开放型放射性同位素实验室服务平台的建设与管理 总被引：1，自引：0，他引：1
随着国家法律、法规的不断完善健全，对放射性同位素的使用与管理的要求越来越高。开放型放射性同位素实验室服务平台的建立，解决了场所分散、人员层次不一、管理难度大的问题，避免了重复建设造成的巨大浪费，为辐射防护和安全管理创造了有利条件，为全校提供了一个规范的放射性工作场所，消除了安全隐患，有利于科研教学的顺利进行。论文介绍了该平台的建设与管理。 相似文献
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文章探讨了兰州大学化学化工学院国家级大学化学实验教学示范中心的建立、教学体系建制、学科重建、实验教学管理及其取得的成果和社会效应,阐述了实验中心的组成、运行、建设,以及主讲、主任两条线的实验教学管理体系,强调了实验中心以“淡化专业、强化基础、因材施教、分流培养”为宗旨,“立足教学、服务科研、专管共享”的实验教学资源管理导向和改革思路,并指出了实验中心目前还存在的一些问题。 相似文献
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William Gribbin Eric A. Wilson Suzy McTaggart Michael Hortsch 《Anatomical sciences education》2022,15(4):671-684
In an ever-changing medical curricular environment, time dedicated for anatomical education has been progressively reduced. This happened at the University of Michigan Medical School starting in 2016–2017 when preclinical medical education was condensed to one year. Histology instruction remained integrated in organ system courses but reduced to a lecture-only format without scheduling time for laboratory exercises, requiring students to study virtual histology slides on their own time. In accordance with the shortened instructional time, the number of histology examination questions was reduced more than twofold. This study analyzed students' histology examination results and assessed their motivation to learn histology and use of educational opportunities before and after these curricular changes were implemented. Students' motivation to learn histology and their evaluation of histology lectures increased in the new curriculum. However, students devoted less study time to studying histology. Students' cumulative histology examination scores were significantly lower in the new curriculum and the number of students with overall scores <75%, defined as a substandard performance, increased more than 15-fold. Academically weaker students' histology scores were disproportionately more affected. As medical educational strategies, priorities, and curricular frameworks continue to evolve, traditional didactic topics like histology will need to adapt to continue providing educational value to future health care providers. 相似文献
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《Anatomical sciences education》2014,7(5):C1-C1
ON THE COVER: Students at the University of Bristol in the UK using virtual microscopy in the histology teaching laboratory . In this issue of ASE, Dr Margaret Gatumu and co‐authors describe how virtual microscopy (VM), alongside traditional light microscopy, is used in histology teaching and learning for medical, dental and veterinary students. Students work in pairs or small groups facilitated by teachers to select, explore and annotate VM images as seen on individual desktop computer screens. A printed handbook guides the students through the slides. Student‐led learning is supplemented by lecture‐demonstrations by a teacher delivered from a podium; the view from the teacher's computer is visible throughout the laboratory on drop‐down projector screens. Photograph by Derek Carr. 相似文献
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Robert A. Bloodgood 《Anatomical sciences education》2012,5(6):367-373
Histology laboratory instruction is moving away from the sole use of the traditional combination of light microscopes and glass slides in favor of virtual microscopy and virtual slides. At the same time, medical curricula are changing so as to reduce scheduled time for basic science instruction as well as focusing on student‐centered learning approaches such as small group active learning and peer‐instruction. It is important that medical schools resist the temptation to respond to this conjunction of events by turning histology into a self‐study activity. This article describes a lymphoid histology laboratory exercise, occurring in a specially equipped Learning Studio housing an entire medical class that utilizes virtual slides in the context of small group active learning and peer instruction. Anat Sci Educ © 2012 American Association of Anatomists. 相似文献
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针对单片机教学和实验中存在的问题或不足,提出了构建基于Proteus的单片机创新虚拟实验室的设想,给出了实验室改造方案、实践教学模式和方法,并总结了构建单片机创新虚拟实验室的意义。 相似文献
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Virtual microscopy podcasts (VMPs) are narrative recordings of digital histology images. This study evaluated the outcomes of integrating the VMPs into teaching histology to osteopathic medical students. The hypothesis was that incorporating virtual microscopy podcasts as supplementary histology resources to the curriculum would have a positive impact on student performance and satisfaction. Sixty-one podcasts of dynamic microscopic images were created using screen recordings of the digital slides. The VMPs were integrated as supplementary histology resources in multiple courses during the first and second years of the medical curriculum for three classes, a total of 477 osteopathic medical students. A voluntary and anonymous survey was obtained from the students using a questionnaire that included two open-ended questions. The overall performance of the three classes on the histology content of the preclinical course examinations was compared to historical controls of the previous two classes that did not have access to the VMPs. Most students indicated that the podcasts enabled more efficient study time and improved their confidence in the histology content on examinations. The findings indicated a positive association between podcast viewing and efficient study time utilization and class performance. The class average scores of the three consecutive cohorts that used the VMPs progressively increased by 7.69%, 14.88%, and 14.91% compared to the controls. A summary of students' feedback and academic performance supported that integration of the VMPs into Histology teaching improved the learning experience. The findings align with previous studies on the effectiveness of multimedia-based teaching in histology laboratory modules. 相似文献