Technology enhanced learning of quantitative critical thinking

A Quantitative Critical Thinking (QCT) software tool was developed in this study to facilitate students’ learning of quantitative critical thinking via repeated practice by chemical engineering students reading a core module called fluid-solid systems. The software tool generated detailed calculation steps to typical engineering design problems encountered in this module that contained weaknesses, flaws or even errors. Students utilized the software tool to practice identifying these weaknesses, flaws or errors in the design solutions and then present a better or correct design by applying the concepts and knowledge acquired in the module. Since the QCT software tool was built upon an existing design software tool that was able to generate the correct, detailed design calculation steps to design problems, students were able to check their own design calculations against those presented by the software tool during this second learning step, thereby engaging in and learning quantitative critical thinking via a repeated practice approach. The software tool was successful in enhancing the performance of second-year undergraduate students in solving a question that required quantitative critical thinking in the final examination of the module. The average percentage scores achieved by students for the question who reported higher frequencies of usage of the software were generally higher than those who reported lower frequencies of usage or did not utilize the software tool throughout the semester.     

概念辨析：建筑评论的思辨实践

建筑评论是一项针对具体对象,将目之所及的事物背后不可视的背景、思想、价值判断、驱动力等,转化为可以言说、可以讨论、具有建筑学和文化社会意义的思辨性活动。[1]这项活动的基础工作之一是概念的辨析与运用。因此,在东南大学建筑学院开设的"建筑评论课",通过课程主题的组织,在帮助学生建立多维批评视野的同时,以概念辨析为切入点,通过基于精读、研究的写作训练,实现思辨性思维的培养、学术素养和写作的培训,以及对建筑评论和中国现当代建筑话语的理解。     

QC小组活动原因分析要点

在开展问题解决型质量管理小组活动中,原因分析不可或缺。要分析到问题的末端原因,须展示问题的全貌,从人、机、料、法、环、测,从全面到重点,从综合到局部,分析到可以直接采取对策的因素为止。掌握原因分析的技巧和要点,有效采取头脑风暴法、5why分析法、5M1E分析环节,正确使用因果图、系统图、关联图,一定能够达到事半功倍的效果。     

Feasibility of online divergent thinking assessment

Two studies explored whether assessment of creative thinking is feasible using web-based methods and how participants reacted to the imposition of time constraints in online settings. Sixty-five participants (Study 1) completed a verbal fluency task and a divergent thinking task, half of the participants doing so over the Internet. Online administration did not affect originality, but led to slightly fewer responses overall. This demonstrated that online administration of creative thinking is indeed feasible and reliable, though steps must be taken to ensure participants exhaust all possible responses. To test the effect of time limits on responses, 84 participants (Study 2) completed a verbal fluency task and three divergent thinking tasks online, half of the participants doing so under time pressure (3 min). There were significant interactions between time limits and task content for both time-on-task and fluency variables, but the task type was the dominant force in the varying fluency and time-on-task scores. Originality was not significantly affected by time limits, but did vary across tasks. In all cases the results illustrate that assessment of divergent thinking, as a proxy of creative thinking, is feasible using online methods. Implications for future work in this area are discussed.     

以有机化学课程内容为引导，加强课程思政的探索与实践

有机化学是化学化工、材料、制药、食品等多个专业的基础课程,在其教学过程中,教师可以根据课程的内容及特点,分别以有机化学发展中的重大历史事件、有机化物的性质及有机反应为引导,开展学生的思想品德教育,加强课程思政建设。     

论现象学方法对设计思维的深化及对设计教育的启发

运用现象学的“回到事情本身”与“本质直观”的方法,可以使人们深入理解设计的本质。设计是善的目的及其可视化表达,设计思维是指向“人的自由”的目的思维,设计思维的每个阶段都贯穿着人的自由。设计教育应立足于设计思维的本质,从设计判断力、设计表达力、设计创造力等方面培养学生的自由创造精神。     

Managing ethical requirements elicitation of complex socio-technical systems with critical systems thinking: A case of course-timetabling project

Complex socio-technical systems pose considerable challenges to requirements elicitation due to dynamic boundary conditions and conflicting perspectives. Traditional requirements engineering is criticized for its failure in providing a systemic view, overlooking ethical concerns and marginalized social perspectives. It is argued that educational institutions as a part of society need to ethically develop and manage their academic processes and consider such perspectives for emancipation. This critical qualitative research applies the emancipatory systemic methodology of critical systems thinking (CST) for the requirements elicitation of a complex and dynamic university course-timetables management problem. Firstly, the problem is ethically formulated to mitigate Type III errors. Secondly, multiple viewpoints are sought for boundary judgments using a CST-based ethical inquiry of boundary critique to reveal the normative content of the project design, explore imbalances amongst the socio-technical design components, and unveil the underlying ethical issues. The dynamic stakeholder network captures the system's emergence through stakeholder interconnectedness and boundary liquidity by sweeping-in relevant stakeholders through the continuum of various states of the project. This work enlightens requirements engineering by coupling systemic and socio-technical lenses for the elicitation of ethical requirements and the emancipation of marginalized perspectives in complex and dynamic information systems projects in general and timetabling problems, in particular.     

化工原理教学的探索与思考

化工原理是化学工程类专业的学科基础课,对学生从自然科学转到工程科学的学习上起到承上启下的作用。本文通过在与学生的互动中,对在化工原理课堂教学中的一些实践经验进行了归纳,以期更进一步促进课堂教学水平的提高。