C语言程序设计课程教学改革的研究与实践

本文提出在教学过程中,采用分段、任务驱动的教学,培养学生对高级程序设计课程的兴趣及正确的思维模式,加强实践训练和项目设计,注重教学过程的设计,从而提高学生的综合素质。     

基于建构主义的高职计算机实践教学思路与方法探讨

本文提出了基于建构主义的高职计算机实践教学新思路,注重以学生为中心,从高职教育的特点、计算机专业发展和高职学生特点的实际情况出发,对实践教学的方法进行了深入探讨并分别进行了举例说明。     

Role of formal instruction and informal practice in learning to drive

Abstract

Learning to drive a motor vehicle is important for the mobility of the majority of people in industrialized countries. Although a great deal is known about the acquisition of psychomotor skills in the laboratory and in some other practical settings, there has been little scientific study of learning to drive. One major practical question concerns the value of formal tuition with a qualified instructor and informal practice with friends or relatives. This paper reports a cross-sectional study of 805 learner drivers in the UK who had undergone at least 5 h of formal tuition to examine associations between their history of formal tuition and practice and current levels of skill and confidence as assessed by both pupils and their instructors. The results indicated an increase in instructor ratings of pupil skill with both increasing practice and tuition. However, the relationship between tuition and instructor-rated skill was only observed in pupils who had had no practice. Pupils' self-confidence did not increase with either tuition or practice; instructors' feelings of confidence in and safety with the pupil increased with pupils' prior hours of practice but not tuition. Instructors' ratings of the likelihood that pupils would pass the driving test first lime were positively associated with prior hours of practice and negatively associated with prior formal tuition. The results suggest that informal practice constitutes an important element of the process of learning to drive. Longitudinal and experimental studies are now required to confirm this finding and to establish whether recommendations should be made for a component of driving tuition involving supervised practice.     

UG课程微课设计的实践与探索

作为机械类专业中的一门实践类课程,UG课程的教学效果不够理想,主要原因在于其知识点中的重点难点较多,学生对其理解不够透彻,以及教材的工程实用性不够强.而微课,作为一种新型的教学形式,对于改善UG课程的教学效果有着重要的作用.在具体的UG课程的微课设计中,教师应注重微课内容的选取、微课导入环节及教学过程的设计以及微课教学视频的展示效果,充分发挥微课在UG课程中的教学补充和延伸作用.     

‘Pseudoautomatization’ in manual control: a simulation study

Within the framework of models of central capacity, automatization (as indicated by decreasing dual-task interference over the course of practice) can be attributed to a change of the performance-resource function, such that performance becomes better for a given amount of capacity, and performance decrements become smaller for a given reduction in capacity. In general, automization is considered as a change in human information processing that makes it less susceptible to disturbances by secondary tasks. By way of simulation it is demonstrated that in user-machine systems ‘pseudoautomatization’ can occur. This is a decline of dual-task interference without any alteration of the secondary-task effects on human information processing such as are thought to underlie automatization. Pseudoautomatization is discussed as a potential fallacy in interpreting system-performance measures and as a means by which human operators potentially immunize user-machine systems against disturbances of human information processing.     

Components of driving skill: experience does not mean expertise

Using an instrumented car driven in normal traffic, we assessed the driving skills of trained experts, of normal, experienced drivers, and of novices. Previous research suggests a fairly simple picture of improvement in driving skills with experience, and for aspects of car control (e.g., steering path, speed of manoeuvres) our results confirm this: normals largely resembled experts, while novices performed more poorly. There are reasons to suspect, however, that experience may not always be so beneficial. For example, one important variable may be feedback, or information indicating to the driver that a particular action is or is not important in terms of overall goals (progress, safety, etc.). Where feedback is good, simple experience may bring expertise, but where feedback is poor, skills may fail to improve or even deteriorate once explicit tuition is removed. Correspondingly, our findings showed that for scanning patterns (e.g., mirror checking), anticipation (e.g., braking into an intersection), and safety margin (e.g., close following on the motorway), it was often the normal, experienced drivers who performed worst, novices sometimes even resembling experts. The data make it clear that for many aspects of driving skill experience is no guarantee of expertise.     

Methodological considerations in analysing anaesthetists' habits of action in clinical situations

Human activity can be seen as an intentional, context-dependent enterprise explained through meanings the actors attach to their activity and their directly observable interactions with the environment. The authors have demonstrated previously a new conceptual framework to describe the anaesthetist's activity. One of the central concepts besides orientation is habit of action referring to the way in which the actor has organized his actions when interacting with his environment, in this case a patient with unique physiological potentials, information monitors and anaesthetic drugs. The activity dependent on contingent, particular circumstances, needs to be studied as it appears in a natural situation. Using an idiographic study design the authors have examined the activity of eight expert anaesthetists in clinical settings to determine the characteristics of their habits of action. To capture the fleeting circumstances during the anaesthetic process, a wide observational basis was necessary. It consisted of videotapes, detailed expert observations, and interviews. The conceptual analysis of the subject, habit of action, is described step-by-step. Two distinct habits of action could be identified, confirming earlier results. The interpretative habit of action was characterized by extensive use of situational information in order to construct a cumulative conception of the patient's physiological potentials to control the process accurately. Moreover, rich dialogue between formal professional knowledge and patient-specific, particular knowledge was evident. The reactive habit of action was characterized by a tendency to regulate the process by means of predetermined conventional ranges of measured patient parameters shown by monitors. The authors discuss their methodological solutions and results, and explicate their differences to the earlier approaches.     

高职会计专业岗位实践教学的流程设计与实施

培养学生的专业能力、社会能力、职业能力是高职院校会计专业人才培养的目标,在实现人才培养目标的过程中,实践教学不可或缺。本文从会计岗位出发,对高职会计专业岗位实践教学的流程设计展开研究、分析,旨在从不同的视角探讨并完善高职会计专业实践教学体系。     

“七抓七确保”扎实推进党的群众路线实践教育活动

深入开展党的群众路线教育实践活动是当前的一项重要政治任务。实践教育活动的开展顺应了人民群众的期待,具有很强的现实意义。扎实推进党的群众路线教育实践活动,要做到“七抓三入七确保”,即抓好认识提高、素质提升、组织领导、关键环节、载体应用、督导监督和长效机制七个方面工作,确保党员干部心入群众、身入群众、融入．活动,确保教育实践活动扎实推进、纵深开展、常抓不懈、取得实效。     

浅谈社会实践中的专业兴趣培养

社会实践是让学生了解、激发、培养自己的专业兴趣爱好,为将来更好地投身社会打下坚实基础的重要途径。在社会实践中,了解行业背景,激发职业自豪感是培养专业兴趣的基础;直面实践对象,激发科学好奇心理是培养专业兴趣的重要途径;参与具体实践,体验科学技术在生产中的力量是培养专业兴趣的强大动力。