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综合评价自然科学学科地位的层次分析模型 总被引：2，自引：0，他引：2
在分析确定自然科学分支学科科学地位主要因素的基础上，详细论述了应用层次分析法构建计算学科权值模型的基本步骤和具体过程，并利用权威性统计数据对我国自然科学一级学科的综合评价权值进行了测算。 相似文献
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Alla T. Alzhanova-Ericsson Christina Bergman Patrik Dinnétz 《Journal of Further & Higher Education》2017,41(1):1-15
The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers. 相似文献
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加强学科间的横向联系,有利于学生理解科学的本质、科学的思想方法和统一的科学概念和过程,建立科学的自然观,逐步形成正确的世界观。可是,当前我国的课堂教学大部分是＂各自为政,互不干涉＂,分科思想严重,学科之间衔接不够,学科之间好像隔着一堵无形的墙,相互间缺乏融合与渗透。教师已经习惯于＂各人自扫门前雪,不管他家瓦上霜＂。所以,大力促进学科交叉渗透,打破学科界限,实现各个知识体系有机渗透,具有重大的意义。本文将以高中人教版（必修）为例,深入挖掘高中生物学科与其他科学的交叉渗透点。 相似文献
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Marthie A. M. Meester Paul A. Kirschner 《Journal of Science Education and Technology》1995,4(2):127-140
Achieving practical objectives in an open distance educational system is a real challenge. Its philosophy requires self-instructional materials that students can study at their own time, place, and pace. Practical work, in particular laboratory work, can test the limits of this philosophy. A new way of thinking about practical work and modern electronic media make it possible to develop a natural sciences degree program with a minimum amount of laboratory sessions and, hopefully, to pursue practical aims which are useful in the student's later profession. The way the Open University of the Netherlands has been developing a practical program according to these starting points is discussed in the first part of this paper. Examples of alternatives for traditional practical work are described in more detail in the second part. Advantages and disadvantages with regards to traditional practical work are discussed. 相似文献
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比较社会科学和自然科学在研究对象、研究方法、科学基础与“认识旨趣”、理论特征、理论与实践的关系等5个方面的差异。认为研究对象上的差异处于核心地位。现代社会科学的科学性建立在社会分工的基础上。相对于自然科学而言,社会科学理论很少有“范式”和创造性,但它仍然对社会具有重要的建构作用。 相似文献
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