大学生既要做学习者,更要做研究者——浅谈大学生创新能力的培养     

谢艳招  赵林  张发秦 《钦州师范高等专科学校学报》2013,(8):59-63

素质教育的核心在于培养学生的创新能力,而拥有蓬勃创造力的关键在于拥有智慧.如何将知识转化为智慧？结合《大学化学》这门基础课程,以“盖斯定律、热力学第二定律以及物质波理论的提出”三个知识点的讲授为例,详细剖析了“大学生既要做学习者,更要做研究者”观点的重要性与必要性.  相似文献   

Social Learning among Organic Farmers and the Application of the Communities of Practice Framework     

Selyf Lloyd Morgan 《The Journal of Agricultural Education and Extension》2013,19(1):99-112

ABSTRACT

The paper examines social learning processes among organic farmers and explores the application of the Community of Practice (CoP) model in this context. The analysis employed utilises an approach based on the CoP model, and considers how, or whether, this approach may be useful to understand social learning among farmers. The CoP model is applied to case studies of social learning fora among organic farmers. The case studies are compiled from in-depth semi-structured interviews and participant observation with farmers and other actors, and the data are analysed with reference to three dimensions of the CoP model, namely mutual engagement, joint enterprise and shared repertoires. Farmers associate and engage in social learning more readily with peers determined by similar attitudes to farm business, farming styles and understanding of what organic agriculture entails. Such associations support the hypothesis that CoPs are self-organising structures that generate their knowledge in sympathy with community definition and identity. A CoP framework applied within relatively unstructured and dispersed communities, such as described in this paper, emphasises the fluid nature of CoPs, and their essentially self-organising nature. Extension approaches may be facilitated by regarding farmers as de-facto members of CoPs and by understanding how CoPs may form and develop. The CoP model is applied as a heuristic to examine social learning processes in organic farming.  相似文献   

Open-ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest     

Charles Francis  James King  Geir Lieblein  Tor Arvid Breland  Lennart Salomonsson  Nadarajah Sriskandarajah 《The Journal of Agricultural Education and Extension》2013,19(4):385-400

Abstract

Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers.

Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners.  相似文献   

大学生化学学习自我效能感的调查研究     

张德贵  秦浩正 《和田师范专科学校学报》2013,(4):68-72

本文对大学生化学学习自我效能感进行了调查,并探讨不同性别和化学成绩的大学生在化学学习自我效能感上的差异以及化学学习自我效能感与化学成绩之间的关系,根据研究结果以及化学特点提出一些在化学教学课堂中培养高自我效能感的教学建议。  相似文献   

以实验为主导的高职有机化学教学模式的探索与实践     

李云霞  张秋霞  盛贻林 《金华职业技术学院学报》2013,13(3):29-32

基于有机化学课程目前的教学现状。针对高职学生特点,提出了以“实验为主导”的教学模式替代传统教学模式的改革试验。即同样的知识内容通过实验、实训来开展,理论与实践教学基本同步,实现课堂教学“理实一体化”。教学实践证实,该种教学模式更符合高职教育的特点和规律,能充分调动学生学习积极性和主动性,在对照的几个班级教学中取得明显的效果。  相似文献   

促进中学化学合作学习的教学策略——“英特尔~未来教育”理念在化学教学中的应用与实践     

熊仕斌 《湖北广播电视大学学报》2013,33(7):142-143

"英特尔未来教育"的教学模式对于当前中学化学教学与实践领域如何实施合作学习,促进学生学习方式的切实转变,具有极强的借鉴意义。在合作学习过程中的4个关键环节:提问、创设情景、组织交流、评价均可借鉴"英特尔未来教育"的教学理念,实施相应教学策略,大量中学化学教学实践案例证明,这些策略有助于增强化学教学过程中合作学习的实效性。  相似文献   

基于双PBL模式的有机化学实验教学探索     

郑春满  盘毅  洪晓斌  韩喻 《实验室研究与探索》2013,32(8)

针对传统有机化学实验教学中存在的问题和不足,将基于问题的学习和基于项目的学习模式交叉融合,进行基于双PBL模式的有机化学实验教学探索与实践。以对溴乙酰苯胺的合成为例,从问题设计、项目设计、教学过程和教学方法等多方面探讨了基于双PBL模式在有机化学实验教学中的可行性。教学实践表明,基于双PBL模式的有机化学实验教学能够激发学生的学习热情,有效地提高实验课程的教学质量。  相似文献   

光谱与色谱方法用于有机合成分析     

刘特于  王树信  胡芳  李志良 《湖南师范大学教育科学学报》1996,(2)

系统深入地研究了光谱与色谱方法用于有机合成分析，本文依据光谱与色谱方法发现传统合成过程中金属卟啉相互转化问题，并进行了深入探讨，从而改进了合成方法，取得良好结果。  相似文献   

化学实验教学的启发性探索     

陈刚 《宜春学院学报》2006,28(6):53-54

本文通过化学教学中实验教学内容如何增强启发性、探究性和趣味性进行了论述,从而提高了教学效果,符合素质教育的最新要求.  相似文献   

黑钨矿中制取金属钨粉     

刘丹萍  黄明权 《郧阳师范高等专科学校学报》2003,23(3):37-38

以黑钨矿为对象，凭借钨的化学特性，通过一定的化学处理，制得较纯净的三氧化钨，并将三氧化钨经过氢气还原制得金属钨粉。  相似文献