基于卓越工程师教育的频率特性分析课堂教学研究

频率特性分析在工程应用中具有重要的作用,在电路分析、模拟电子技术、信号与系统、自动控制理论等相关课程中都涉及到相关章节内容,在不同课程中如何根据工程应用和学生学习阶段把握具体的讲解内容和讲解方式非常重要。本文从频率特性的求解方法和具体物理意义角度开展在不同课程中讲解的方法,从时域和频域角度分别讨论其物理意义和具体的分析方法。通过渐进深化的教学过程和教学方法不断提高学生的知识掌握和应用技能,提高学生的工程意识、工程素质和工程创新能力,强化学生对于频率特性课程知识的综合应用能力。     

企业思想政治教育系统设计

为进一步提升企业思想政治教育工作的信息化水平,本文详细介绍了企业思想政治教育系统的数据库设计方案,以便更加充分地发挥各种多媒体教学设备在企业思想政治教育工作方面的优势。     

A practical development of engineering simulation-assisted educational AR environments

Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.     

电磁场与电磁波课程思政教学改革探索与实践

课程思政作为思想政治理论课程的有效补充，是落实立德树人根本任务的重要组成。《电磁场与电磁波》是物理、电类等专业的重要专业基础课程，深入挖掘其课程思政元素,能够发挥专业课程的隐性育人作用，实现知识传授、能力培养与价值引领的有机融合，对于理工科专业课进行课程思政改革具有现实指导作用。     

“自动控制系统工程设计”课程思政教学实践

学习不仅仅是自然科学知识的学习，更是社会科学、民族文化、正确人生观和价值观的形成过程，“课程思政”无疑正是实现该目标的捷径，它是当前高等院校思想政治教育的新模式。如何提升学生解决“复杂工程问题”的能力成为高校开展工程教育和“新工科”的难点和重点，而课程思政正是培养学生解决“复杂工程问题”中所需要的非技术因素的重要途径。“自动控制系统工程设计”是自动化专业高年级学生的一门专业课，当前关于“课程思政”的论述是指导思想居多、实施经验以及案例设计较少，针对该问题以“自动控制系统工程设计”为例，详细给出了“课程思政”教学案例的具体实施过程，对同类课程提供参考。     

互联网时代下的学校图书管理信息化建设

如何在互联网时代打造一个信息化的管理模式,已经成为广大学校图书管理发展过程中亟待处理的问题。文章就互联网时代下的高职图书管理信息化建设进行了详细探讨,以期能够给广大同仁提供一些借鉴参考,共同为图书管理工作的现代化改革和发展贡献力量。     

多媒体技术在小学英语故事教学中的应用尝试

在新时期下,传统的英语教学方法已经不适合学生的学习和发展了,经过笔者的研究和分析发现,小学生对故事似乎是非常感兴趣,所以就针对多媒体技术在小学英语故事教学中的应用进行了几点尝试。     

The addition of spices and herbs to vegetables in the National School Lunch Program increased vegetable intake at an urban,economically-underserved,and predominantly African-American high school

Vegetable intake is far below recommendations among African-American adolescents living in economically-underserved urban areas. While the National School Lunch Program (NSLP) helps overcome access barriers, vegetable intake remains challenging and novel interventions are required. A two-year, multi-phase, school-based intervention was conducted at an urban, economically-underserved, and predominantly African-American high school in Baltimore, Maryland to determine whether stakeholder-informed addition of spices and herbs to NSLP vegetables would increase intake. The stakeholder engagement phase included assessment of NSLP vegetable attitudes/preferences among 43 school stakeholders and subsequent student sensory testing. The second phase was conducted in the school cafeteria and consisted of eight weeks comparing student intake of typical vegetable recipes versus otherwise-identical recipes with spices and herbs. 4570 student lunch plates were included in the vegetable intake comparison. Vegetable intake was measured by lunch tray plate waste. Willingness to try vegetables was assessed by the difference between plate waste and estimated mean vegetable served weight. Intake of typical vegetable recipes and vegetable recipes with spices and herbs was compared with student’s t-test. Chi-square test was used to compare willingness to try vegetables. Total vegetable intake was 18.2% higher (8.22 g per meal, p < 0.0001) with spices and herbs than with typical recipes. There were no differences in trying vegetables with spices and herbs, although student-led advocacy was associated with increased trying vegetables with spices and herbs (78.8% with advocacy, 67.5% without advocacy, p < 0.0001). The addition of spices and herbs to vegetables in the NSLP was feasible and associated with small increases in vegetable intake at an urban, economically-underserved, and predominantly African-American high school.     

Investigation of bacterial and fungal communities in indoor and outdoor air of elementary school classrooms by 16S rRNA gene and ITS region sequencing

The advent of high-throughput sequencing methods allowed researchers to fully characterize microbial community in environmental samples, which is crucial to better understand their health effects upon exposures. In our study, we investigated bacterial and fungal community in indoor and outdoor air of nine classrooms in three elementary schools in Seoul, Korea. The extracted bacterial 16S rRNA gene and fungal ITS regions were sequenced, and their taxa were identified. Quantitative polymerase chain reaction for total bacteria DNA was also performed. The bacterial community was richer in outdoor air than classroom air, whereas fungal diversity was similar indoors and outdoors. Bacteria such as Enhydrobacter, Micrococcus, and Staphylococcus that are generally found in human skin, mucous membrane, and intestine were found in great abundance. For fungi, Cladosporium, Clitocybe, and Daedaleopsis were the most abundant genera in classroom air and mostly related to outdoor plants. Bacterial community composition in classroom air was similar among all classrooms but differed from that in outdoor air. However, indoor and outdoor fungal community compositions were similar for the same school but different among schools. Our study indicated the main source of airborne bacteria in classrooms was likely human occupants; however, classroom airborne fungi most likely originated from outdoors.     

澳大利亚“基于能力本位的评估”模式及对我国高职教育 质量评估的启 示

澳大利亚职业教育在全球享有较高的声誉,这与其坚持严格的"基于能力本位的评估"(competency based assessment, CBA)密不可分。介绍了澳大利亚CBA的内涵特征,并详细描述"准备评估、开发评估工具、开展评估、对评估结果进行评估"的CBA运作过程,关注评估工具的开发和后续常规系统性检查及完善,以期对我国的高等职业教育质量评估起到启示和借鉴作用。