如何培养学生的健康心理

我们的社会需要的是身心都健康的人才，而目前无论是学校还是家庭，都过多地重视学生的知识掌握和身体训练，忽视对学生健康心理的培养。为此，提出了培养学生健康心理的措施。     

高职工程类课程教学应加强绿色工程教育

阐述了工业生产的发展对工程教育的影响。并从绿色工程的角度,探索职业工程教育以可持续发展的指导思想进行课程内容改革和教学体系创新的新型教育模式。     

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment presenting text and photos of plants on a tablet PC, either in combination with or without real plants in the physical environment. Results indicated that there were no interactions between prior knowledge and experimental condition. Students who learned with tablet PCs only outperformed students who additionally learned with real plants on a comprehension and an application test. In addition, high prior knowledge students outperformed low prior knowledge students on both tests. To investigate whether these effects were caused by the specific characteristics of the combination of photos of real plants and real plants, Experiment 2 compared the differential effects of prior knowledge on learning with the combination of texts, photos and real plants to a combination in which the photos were replaced by schematic hand drawings. Results indicated that both low and high prior knowledge students, who learned with the combination of texts, schematic hand drawings and real plants performed better on a comprehension and an application test. High prior knowledge students performed better on both tests. It is concluded that the number and type of representations used is critical for the effectiveness of mobile learning environments.     

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed.     

从"特富龙事件"再议绿色化学在高等教育中的重要性

高等院校是国家培养人才的重要场所,为保证新世纪我国经济的可持续发展,本文就"特富龙事件"分析了在高等教育中实施绿色化学教育的必要性,并提出了实施绿色化学教育的具体建议.     

Evaluation of a haptics-based virtual reality temporal bone simulator for anatomy and surgery training

Introduction

Virtual reality simulation training may improve knowledge of anatomy and surgical skills. We evaluated a 3-dimensional, haptic, virtual reality temporal bone simulator for dissection training.

Methods

The subjects were 7 otolaryngology residents (3 training sessions each) and 7 medical students (1 training session each). The virtual reality temporal bone simulation station included a computer with software that was linked to a force-feedback hand stylus, and the system recorded performance and collisions with vital anatomic structures. Subjects performed virtual reality dissections and completed questionnaires after the training sessions.

Results

Residents and students had favorable responses to most questions of the technology acceptance model (TAM) questionnaire. The average TAM scores were above neutral for residents and medical students in all domains, and the average TAM score for residents was significantly higher for the usefulness domain and lower for the playful domain than students. The average satisfaction questionnaire for residents showed that residents had greater overall satisfaction with cadaver temporal bone dissection training than training with the virtual reality simulator or plastic temporal bone. For medical students, the average comprehension score was significantly increased from before to after training for all anatomic structures. Medical students had significantly more collisions with the dura than residents. The residents had similar mean performance scores after the first and third training sessions for all dissection procedures.

Discussion

The virtual reality temporal bone simulator provided satisfactory training for otolaryngology residents and medical students.     

Implementation of Web‐based argumentation in facilitating elementary school students to learn environmental issues

This research develops a Web‐based argumentation system named the Web‐based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi‐experimental design, applying WIAS to the teaching of environmental issues, including mudslides, global warming and nuclear power. Fifty‐seven elementary school fifth graders from two classes participated in this research. With each class as a unit, they were divided into the WIAS group (n = 30) and the traditional argumentation instruction (TAI) group (n = 27). Before research, all students took the pre‐test of the ‘achievement test for environmental issues (ATEI)’ and the ‘environmental literacy scale (ELS).’ Then all students received argumentation training and six classes of argumentation instruction. Students in the WIAS group performed argumentation in the WIAS, while those in the TAI group performed argumentation in a traditional classroom. After the six‐class argumentation instruction, all students took the post‐test of the ATEI and ELS. The results show that students in the WIAS group have significantly better learning effectiveness than those in the TAI group. Students in the WIAS group also exhibited significantly better improvement in their environmental literacy.     

高职院校化工类专业素质教育目标架构化建设初探

结合目前高职院校化工类专业教学实际,探讨了开展构建化工类专业模块化的素质教育架构的指导思想、设计原则、内容确立的方法和实践要素,以提升学生专业知识、思想品德、人文素质、科学素养等方面素质,培养学生实践能力和创新能力,适应市场经济对高职教育人才培养的要求。     

化工技术基础实验教学改革实践与探讨

本文从教学内容和教学方法等方面探讨了化工技术基础实验课程的教学改革,通过重组教学内容、开设开放性及设计型实验,改进教学方法等方式激发学生的积极性,煅炼学生解决实际问题的能力,培养实用型人才。     

班级管理的几点建议

班级管理工作是搞好学校各项工作的基础,接手新班重在培养优秀的班委,搞好班风建设,实施情感教育,注重提高学生的综合素质。