关于创新教育的几点思考

正确的教育观念是培养创新能力的基础具有创新力的人才最大的特点是,他们都拥有科学的质疑能力和独立思考能力。高等学校为了培养出具有创新能力的人才,必须努力培养学生这两方面的能力。只有质疑已经存在的现有成果,才能有所创造、有所发明;只有具有独立思考能力,才能不迷信不盲从。长期以来,我国高校在教学过程中以应试教育传授知识为教学主体,学生对于所学的内容完全处于被动接受状态,教师不会引导学生主动参与到发觉知识的内在联系上来,很少注意培养学生创新思维能力。随着科学技术与人文文化互相渗透和融合的趋势,以及科学技术综合化、…     

以等级考试为契机 促计算机基础课程教学改革

针对各院校大学计算机基础课程的教学现状,该文分析了计算机等级考试对计算机基础课程教学正负两方面的影响。计算机基础课程的教学应不断改进教学思路和方法,适应日益变化的社会环境,使得计算机等级考试和计算机基础课程教学和谐发展,互相促进。     

运用多媒体技术 开创英语教学新境界

中学英语教学的目标是培养学生初步运用英语的能力,而这种能力形成的基础是语言技能、语言知识、情感素质、学习策略以及跨文化交际意识等方面综合的发展.作为英语教师,应不断提高学生英语学习的情感素质,从生命的内部去点燃学生对英语的求知欲望.所以,在教学中运用多媒体技术促进教学是很有必要的.     

如何在非计算机专业的计算机教学中培养学生的信息素养

本文从信息素养的概念开始,论述了信息素养对提高学生创新能力和终身学习能力的作用,并介绍了我院在改革教学模式和构建科学的评价体系两方面的实践经验。     

财经管理类专业计算机基础课程教学改革的探讨

本文通过对财经管理类专业学生应具备的计算机应用能力和素质进行分析,提出了具有特色的课程体系,给出了具体的实施办法,对教学模式、教学资源的建设提出了建议,对财经管理类专业的计算机基础教学有一定的意义。     

在计算机基础教学中培养学生的抽象思维能力

抽象思维是艺术家必须具备的根本能力之一。只有具备抽象思维的能力．才能将事物、画面认识得更为本质、深刻。本文针对美术专业学生的特点，就抽象思维能力在艺术活动中的作用进行讨论，并着重对计算机基础教学中如何培养学生抽象思维能力的问题进行研究探讨。以求对学生进行全面的素质教育。     

电商大赛 检阅高校人才培养

高校必须培养出既有扎实的理论功底,又有实际操作能力的优秀电子商务人才,第二届电子商务大赛正是对电子商务专业学生这两方面素质的真实检阅。     

新课改形努下的中学语文阅读策略

阅读能力是学生综合素质能力的体现,语文阅读教学是语文课的基础,也是学习其他学科的基础,新课改形势下培养学生的阅读能力,必须让学生树立良好的阅读习惯,教师在语文阅读教学中应注重创新设问。     

小学数学教学中提高学生审题能力的策略探究

小学数学课程教学过程中,为能促进学生综合素质提升,这就要求教师对学生审题能力的积极培养,这是帮助学生解决数学问题的基础条件,只有提高学生这一方面能力,才能为数学教学发展起到积极作用。本文先就数学教学中审题能力培养的重要性以及要求简要阐述,然后就学生审题能力培养措施详细探究。     

《计算机应用基础》教学方法探讨

<计算机应用基础>已成为我校各类专业学生必修的一门基础学科课程之一,是学生学习计算机入门的基础课.现我就多年的教学实践,从学生学习和老师教学两方面进行探讨,做到量体裁衣,因材施教,这样才能充分地激发出学生学习计算机课程的浓厚兴趣,引导学生自主的学,轻松的学.变"要我学"为"我要学".     

The information processing explanation of Gestalt phenomena

Gestalt psychology has shown the importance in human thinking and problem solving of the behavior that it labels “intuition,” “insight,” and “understanding.” This paper discusses computer programs, already described in the published literature, that stimulate exactly these kinds of behaviors. It is shown that much of what has been discussed under the heading of “insight” can be explained in terms of recognition processes that are readily simulated. Computer simulation has shown itself a powerful tool for interpreting and explaining a wide range of phenomena associated with the kinds of thinking and understanding that have been so usefully emphasized in the Gestalt literature.     

设计中的基础训练与创造性思维的培养

培养以创造性思维为核心的创新型人才,是当今教育改革深化的必然趋势。基础训练课程是培养和发展学生创造性思维的重要途径之一。现阶段许多院校设计专业还是沿用传统基础课程的教学模式,这对培养学生的创造性思维是不利的。很好地利用基础训练课程培养学生的直觉、灵感、想象、创造等创造性思维,让前人的成果转化为学生的学习基点,是高校教师面临的新课题。     

基于神经网络的创造性计算模型的构建*

根据神经网络和思维科学的理论,研究了逻辑、直觉以及创造性思维的模拟方法。逻辑思维采用了神经网络的BP算法来实现,直觉思维采用了Hopfield神经网络以及交叉变异等实现方法,论述了变异联想在直觉产生中的重要作用,并且建立了模拟直觉的计算模型。采用直觉与逻辑互补构成创造性思维的观点,构建了创造性思维的认知与计算模型,给出了创造性思维模型的计算实例。     

C++与C语言的异同探究

针对目前高校开设C/C++课程中出现的问题,结合教学实践,从编程思想、关键字和语法格式三方面论述了二者之间的区别,从主函数、类与结构和模板与宏三方面阐述了二者之间的联系,最后给出培养学生编程思路这一教学原则。     

Critical thinking in E-learning environments

One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed.     

Strategy and Cognition: Understanding the Role of Management Knowledge Structures,Organizational Memory and Information Overload

The nature of our thinking about strategic management changed throughout the 1990s, highlighting a number of psychological issues associated with the pursuit of effective strategy. This paper draws attention to new academic thinking from the fields of organizational and cognitive psychology and is intended to bring insights for the reflective practitioner. It is argued that we must think differently about what it means to be intelligent in a modern organization and what it takes to be an effective implementer of strategic change. In the first of two papers, the role of managerial knowledge structures is considered. The strategic risks are problems created by information overload. The need to consider cognitive styles, intuition, creativity and emotional intelligence is highlighted.     

Winner's regret in online C2C Auctions: an automatic thinking perspective

While human beings embody a unique ability for planned behaviour, they also often act automatically. In this study, we draw on the automatic thinking perspective as a meta‐theoretic lens to explain why online auction bidders succumb to both trait impulsiveness and sunk cost, ultimately leading them to experience winner's regret. Based on a survey of 301 online auction participants, we demonstrate that both trait impulsiveness as an emotional trigger and sunk cost as a cognitive trigger promote winner's regret. By grounding our research model in the automatic thinking view, we provide an alternative meta‐theoretical lens from which to view online bidder behaviour, thus bolstering our current understanding of winner's regret. We also investigate the moderating effects of competition intensity on the relationships between the triggers of automatic thinking and winner's regret. Our results show that both trait impulsiveness and sunk cost have significant impacts on winner's regret. We also found that the relationship between these two triggers and winner's regret is moderated by competition intensity.     

研究性教学方法在《数字逻辑电路》课程教学中的实践

研究性教学方法是为适应新形势的需要而倡导的一种教学方法.在明确研究性教学法内涵及特征的基础上,结合<数字逻辑电路>课程教学实施研究性教学的具体方法,达到培养学生独立思考能力、创新能力和实践能力目的,对教学过程中的各个环节进行调整与定位,提出实施研究性教学法还需解决的几个问题.     

Preconceptions and Individual Differences in Understanding Visual Metaphors

Understanding information visualization is more than a matter of reading a series of data values; it is also a matter of incorporating a visual structure into one's own thinking about a problem. We have proposed visual metaphors as a framework for understanding high-level visual structure and its effect on visualization use. Although there is some evidence that visual metaphors can affect visualization use, the nature of this effect is still ambiguous. We propose that a user's preconceived metaphors for data and other individual differences play an important role in her ability to think in a variety of visual metaphors, and subsequently in her ability to use a visualization. We test this hypothesis by conducting a study in which a participant's preconceptions and thinking style were compared with the degree to which she is affected by conflicting metaphors in a visualization and its task questions. The results show that metaphor compatibility has a significant effect on accuracy, but that factors such as spatial ability and personality can lessen this effect. We also find a complex influence of self-reported metaphor preference on performance. These findings shed light on how people use visual metaphors to understand a visualization.     

Creating shared design thinking process for collaborative design

Shared understanding about both the design content and the design process has significant meaning for collaborative design, which influences the quality of final products. Existing approaches have difficulties in supporting designers to structure and share their design thinking while they are performing practical tasks. In this paper we propose Shared Design Thinking Process Model (S-DTPM) to support collaborative design, which is based on co-evolutionary design theory and existing design rationale frameworks. Two principles for S-DTPM have been considered. The elements and representation schema of S-DTPM have been discussed in detail. Based on S-DTPM, a prototype system has been developed for supporting collaborative thinking and capturing shared design rationale. An example, collaborative design is taken to validate the proposed model. S-DTPM can help designers to create shared understanding about the design as well as record shared design thinking process for future use such as design review, design change and redesign.