建构与探究相融合的模式在《仪器分析》教学中的运用

为了提高《仪器分析》课程教学质量与水平,本工作在化学及应用化学两个班的教学过程中运用两种教学方法:一种是单一的讲授方法;另一种是以建构主义理论为指导,并融合探究模式,这种教学活动过程包括:课前布置任务,课堂创设问题情景,引导学生探究问题,并提出猜想或假设,对假设进行检验及演绎推理,引导学生发现规律得出结论。通过一学期的实践与比较,发现建构主义与探究式相融合的教学效果比传统讲授的教学效果要优越。     

院校科研信息管理系统的设计与实现

随着院校技术研发投入的不断加大以及科研管理的规范化和制度化,建立一套适用于大学科研管理工作的科研管理信息平台,已经成为科研部各处室、大学各院系和相关部门较为迫切的需求。以大学科研部的工作实际为背景,应用现代计算机和数据库技术,严格按照软件工程的方法,开发了Client/Server结构的院校科研信息管理系统。该系统已经投入使用,运行情况良好,性能指标满足设计要求。     

中国煤炭清洁高效可持续开发利用的战略思考

为全面提高煤炭可持续发展能力,实现煤炭开发利用与社会、经济、资源、环境协调发展,2011年中国工程院组织开展“中国煤炭清洁高效可持续开发利用战略研究”重大咨询项目,从煤炭资源、开采、提质、输运、燃烧、发电、多联产、转化、节能、减排的全产业链进行研究。研究论述了煤炭的战略地位与作用,总结分析了煤炭大规模开发利用带来的安全、生态、温室气体排放等一系列严峻问题,提出了我国煤炭清洁高效可持续开发利用战略的思路和目标。明确了我国煤炭“科学开发、全面提质、先进发电、转化升级、输配优化、节能减排、科技创新”的战略举措,为我国研究制订煤炭和能源相关规划和政策提供了科学支撑。     

感知风景园林——艺术院校风景园林设计 教学探索

风景园林专业的核心是协调人与自然的关系,是科 学和艺术融合的应用型学科。作为艺术类院校的中央美术学 院,风景园林在教育强调科学理论的基础下,突出以“美”为 核心的风景园林设计的艺术素养训练和“行走-感知-设计” 的风景园林设计教学,探索从艺术创作思维到设计策略为一体 的风景园林特色教学体系。强调身体力行感知风景园林的“土 地感”和获取场地综合信息的敏感度,发现美的眼界和创造美 的心境,结合科学理性的分析,提高应对复杂社会问题和风景 园林专业问题的能力。     

高校科普与科学发展

从高校科普工作现状入手,分析了科普落后于时代发展的原因。而通才教育和国家竞争力的提升需要创新,通过科普培养逻辑思维有助于提高人才的创新能力。高校科普宣扬科学方法、科学思维和科学精神,有利于科技创新和科学发展。观念的转变以及学生社团、科协和政策的作用,为未来高校科普工作指明了方向。     

“以研促教”在土木工程材料课程教学中的应用

以科研项目为依托,探索"以研促教"在土木工程材料课程教学中的实现路径及实现方式。用科研思维、工程案例启迪学生学习,培养学生的科学思维和创新意识;用科研活动为教师和学生提供实践机会,培养教师和学生的工程素质及创新能力;用科研成果丰富教学内容,拓宽学生的认知领域和思维空间。5年的实践表明,"以研促教"达到了"研教共进、师生共长"的目的,为培养工程应用型人才提供了一条有效途径。     

Yes I can cook a fish; effects of a five week sensory-based experiential theme course with fish on 11- to 13- year old children’s food literacy and fish eating behaviour – A quasi-experimental study

Danish early-phase adolescents only consume one-third of the officially recommended amount of fish. The objective of this study is to investigate the effect of a five week sensory-based experiential theme course with fish on 11- to 13-year old early-phased adolescents’ food literacy and acceptance of fish. Study design was a quasi-experimental intervention. 32 Food Knowledge school classes were recruited from the eastern part of Denmark. Classes were assigned to intervention group (n = 185), control group 1 (n = 123), only baseline and follow-up survey, or control group 2 (n = 75): one oral lecture between baseline and follow-up survey. Mixed methods strategy was applied: baseline and follow-up survey, participant observation, telephone-, and group interviews. Before between study group analysis control groups were pooled. The following key effects of the intervention were observed: knowledge on fish and cooking increased within specific areas, skills related to fish and cooking increased, especially in girls. Furthermore, the social dimension and helping each other were important elements. In the intervention group no positive effects were observed for liking or assessment of fish disgust; however, theme course evaluation showed that 47% had become curious on tasting other kinds of fish and 38% stated a higher liking for fish after participation. Furthermore, teachers reported an increase in acceptance of fish in the children as a result of participating. In conclusion food literacy and fish acceptance were increased through participation in a five week sensory-based experiential theme course with fish.     

Development and validation of New Media Literacy Scale (NMLS) for university students

Along with the emergence of new media technologies, individuals are now expected not only to consume but also produce, share and criticize digital contents. Being new media literate, they also need to know socio-cultural and emotional aspects of new media beyond its technical characteristics. New media literacy (NML) involves a series of crucial skills needed for living and working in the mediated and participatory society of 21st century. Although there has been a growing interest in the conceptualization of NML, the literature lacks a measuring instrument to operationalize NML. This study attempts to fill this gap by developing and validating a NML scale (NMLS) for university students. The sample included 1226 students at a state university in Turkey. Both exploratory and confirmatory factor analyses as well as item analyses including internal consistency coefficients, item-total correlations, and item discrimination powers were conducted to determine construct validity and reliability. Consistent with the adopted theoretical framework, the 35-item NMLS comprised four factors: Functional Consumption, Critical Consumption, Functional Prosumption, and Critical Prosumption. Potential applications of NMLS for measuring students’ new media competencies were discussed within the pedagogical and research contexts.     

科学改进国家煤矿安全监察机构工作机制和管理体制的探讨

运用科学发展和改革创新理念,针对国家煤矿安全监察机构面临的机遇和挑战,认为当前应当调整工作职责与重心,体现国家监察权威;联合地方政府部门,提升履职能力与行政效力;改进机构管理体制,推进煤矿安全监察事业的科学发展.     

两化融合的科学认识与发展实践

系统阐述了我国两化融合的本质、发展规律、阶段特征、实现途径,总结了两化融合在我国的实践和发展,最后提出了若干政策建议。通过理论研究和总结,为践行具有中国特色的两化融合之路提供借鉴和参考。