学情调查和数据驱动专业基础课教学探索

文章以“数字电子技术基础”课程为对象,设计了基于教学数据和问卷调查的教学框架。通过学生情况调查和雨课堂教学数据掌握学习状态和学习能力,针对性设计了个性化作业布置、拓展延伸、疫情线上自学跟学双通道等特色教学方式。结课问卷表明教学设计得到了良好评价和认可。     

Farmers' preferences for adopting on-farm concentration of raw milk: Results from a discrete choice experiment in Germany

Milk concentrates are used in the manufacturing of dairy products such as yogurt and cheese or are processed into milk powder. Processes for the nonthermal separation of water and valuable milk ingredients are becoming increasingly widespread at farm level. The technical barriers to using farm-manufactured milk concentrate in dairies are minimal, hence the suspicion that the practice of on-farm raw milk concentration is still fairly uncommon for economic reasons. This study, therefore, set out to investigate farmers' potential willingness to adopt a raw milk concentration plant. The empirical analysis was based on discrete choice experiments with 75 German dairy farmers to identify preferences and the possible adoption of on-farm raw milk concentration. The results showed that, in particular, farmers who deemed the current milk price to be insufficient viewed on-farm concentration using membrane technology as an option for diversifying their milk sales. We found no indication that adoption would be impeded by a lack of trustworthy information on milk processing technologies or capital.     

Co?N graphene encapsulated cobalt catalyst for H2O2 decomposition under acidic conditions

Hydrogen peroxide (H₂O₂) has been listed as one of the 100 most important chemicals in the world. However, huge amount of residual H₂O₂ is hard to timely decomposed into O₂ and H₂O under acidic condition, easily resulting in explosion hazard. Here, we reported a core–shell structure catalyst, that is graphene with Co N structure encapsulated Co nanoparticles. Co N graphene shell serves as the active site for the H₂O₂ decomposition, and Co core further enhance this decomposition. Benefiting from it, the H₂O₂ decomposition were close to 100% after 6 cycles without pH adjustment, which increased 6 orders of magnitude compared with no catalyst. At the same time, the O₂ generation reached 99.67% in 2 h with little metal leaching, and ·OH has been greatly inhibited to only 0.08%. This work can cleanly remove H₂O₂ with little deep oxidation and protect the process of H₂O₂ utilization to achieve a safer world.     

疫情下电磁场理论课程的网络教学

本文主要总结了新冠疫情期间作者的电磁场理论课程在线教学经验。对比分析了录播和直播的优缺点后,选择录播教学方式。基于超星网络教学平台,展示了录播网络教学的具体措施,包括网上答疑和学习效果检查以及在线批改作业等。给出了网络教学可以为线下教学继续使用的方法和手段,为疫情结束后的正常教学提供了新的网络教学补充措施。     

“数字电子技术”课程思政教学改革研究

落实立德树人,实现三全育人,将思政融入到《数字电子技术》这门专业课程中,培养学生专业知识的同时,引导学生树立良好的人生观和价值观。通过重构本校的数字电子技术课程内容,挖掘思政元素,并润物细无声般融入到数字电子技术的教学改革中,并通过实际的案例讲解具体融入过程。     

土木工程施工课程线上平台教学实践

土木工程施工课程作为土木工程及工程管理专业的学科基础课和核心专业课程,在疫情防控期间"停课不停教""停课不停学"的要求下,通过线上平台进行授课。由于土木工程施工课程内容庞杂、综合性强、实践性强,且章节之间关联性较弱,探究既能使学生快速适应,又能保证教学质量的在线教学方法至关重要。以华南某高校土木工程施工课程为例,基于中国大学MOOC、建筑云课、腾讯课堂、QQ群等线上平台讲授教学内容,并运用问卷调查对课程线上教学效果进行评价。结果表明,线上教学为学生提供了丰富灵活的学习方式,显著提高了学生的自主学习能力,扩大了学生的知识面,达到了较好的学习效果。     

“电路分析”课程混合式教学探索与实践

本文以“电路分析”课程为例，借助云班课平台，采用“SPOC”与“BOPPPS”相结合的混合式教学模式，开展探究式、个性化、参与式教学。形成了“学生中心，产出导向，持续改进”闭环。经过近年来的不断改进，课程建设已初步完成。通过对三届学生的教学实践，发现采用“SPOC+BOPPPS”的线上线下混合式教学模式，学生学习积极性、主动性明显增强，同时学习效果也得到了显著提升。     

The Impact of the ‘Mis-Peptidome’ on HLA Class I-Mediated Diseases: Contribution of ERAP1 and ERAP2 and Effects on the Immune Response

The strong association with the Major Histocompatibility Complex (MHC) class I genes represents a shared trait for a group of autoimmune/autoinflammatory disorders having in common immunopathogenetic basis as well as clinical features. Accordingly, the main risk factors for Ankylosing Spondylitis (AS), prototype of the Spondyloarthropathies (SpA), the Behçet’s disease (BD), the Psoriasis (Ps) and the Birdshot Chorioretinopathy (BSCR) are HLA-B*27, HLA-B*51, HLA-C*06:02 and HLA-A*29:02, respectively. Despite the strength of the association, the HLA pathogenetic role in these diseases is far from being thoroughly understood. Furthermore, Genome-Wide Association Studies (GWAS) have highlighted other important susceptibility factors such as Endoplasmic Reticulum Aminopeptidase (ERAP) 1 and, less frequently, ERAP2 that refine the peptidome presented by HLA class I molecules to CD8⁺ T cells. Mass spectrometry analysis provided considerable knowledge of HLA-B*27, HLA-B*51, HLA-C*06:02 and HLA-A*29:02 immunopeptidome. However, the combined effect of several ERAP1 and ERAP2 allelic variants could generate an altered pool of peptides accounting for the “mis-immunopeptidome” that ranges from suboptimal to pathogenetic/harmful peptides able to induce non-canonical or autoreactive CD8⁺ T responses, activation of NK cells and/or garbling the classical functions of the HLA class I molecules. This review will focus on this class of epitopes as possible elicitors of atypical/harmful immune responses which can contribute to the pathogenesis of chronic inflammatory diseases.     

基于VR技术的全息化教学应用研究

目前,虚拟现实技术已经大量运用于教育领域,对于基于VR技术的全息化教学资源的建设与应用研究受到了广大学者的关注,如何运用好这一热点技术是当今教育领域的热门话题。首先阐述了全息化教学的资源应用现状和主要作用,然后介绍了全息化教学在典型专业教学中的应用,最后对全息化教学资源建设与开展提出了合理化建议。     

单片机与接口技术项目化教学改革的实践与探索

As a comprehensive electrical and electronic course, Single Chip Microcomputer and Interface Technology is usually com- bined with automation technology, applied electronic technology, communication technology, etc., so that students can master the professional theory and application practice of single chip microcomputer. In the course teaching, teachers mainly focus on the knowledge points of single chip microcomputer system design, application programming, installation and debugging, select suitable interface circuit, application program, and organize and design the integrated circuit system and logic function of single chip micro- computer, so as to help students complete the resource allocation and function realization of different single chip microcomputer project design.