Teaching Computational Economics to Graduate Students

The teaching of computational economics to graduate students has mostly been in a single course with a focus on algorithms and computer code. The shortcoming with this approach is that it neglects one of the most important aspects of computational economics—namely model development skills. These skills are the ability to conceptualize the science, engineering and economics of a problem and to convert that understanding first to a mathematical model and then to a computational representation in a software system. Thus we recommend that a two course sequence in computational economics be created for graduate students with the first course focusing on model development skills and the second course on algorithms and the speed and accuracy of computer codes. We believe that a model development course is most helpful to graduate students when it introduces the students to a wide variety of computational models created by past generations and ask them to first make small modification in order to better understand the models, the mathematics and the software. This in turn is followed by encouraging them to make more substantial modifications of the students’ own choosing so as to move the models in directions that permit the students to address current economic problems. We think that the key element of this process is it’s enhancement of the creative abilities of our students.      

财经院校计算机专业离散数学教学改革探讨

针对财经院校计算机特色专业离散数学教学中存在的目标定位不准、教学内容处理简单和教学方法单一等不足,提出并讨论了准确定位课程目标、合理优化教学内容和综合利用各种有效的教学方法的教改思路。     

Confidence and competition online: ESL student perspectives on web-based discussions in the classroom

English as a Second Language (ESL) students bring a diverse array of perspectives on language learning that inform how they negotiate different kinds of spaces in the university writing classroom. This study addresses the variance in how three different ESL students participated in web-based discussion boards and chat rooms in their first-year university writing course. Documenting students’ perceptions of technology provided pedagogical insight into how students took up or dismissed particular kinds of web-based writing. This study found that individual students made choices in their web-based writing in ways that reflected their previous experiences with technology and writing, their views of themselves as students and writers, and their relative comfort level with their peers in the classroom. However, their choices were also constrained by the pedagogical structure of the course, including the centrality of the instructor and the institutional directive for individualized assessment.     

“Tryin to make a dolla outa fifteen cent”: Teaching composition with the Internet at an HBCU

Drawing upon nearly a decade of experience, I describe the challenges and advantages of teaching composition with the Internet at Howard University; I also explore the implications for other historically Black colleges and universities (HBCUs). First, I discuss the digital divide that has made it so difficult for many HBCU faculty members and students to access the Internet for composition courses. Next, I describe how students and I succeeded in harnessing the Internet not only to practice high-level writing skills but to “do cultural work”: to establish online “safe houses” for African American English, to collaborate with White North Americans and Black South Africans, and to publish Afrocentric material on the Web. In closing, I identify the pedagogical strategies that turned the Internet into a productive tool for the students in my writing courses.     

师范类院校计算机公共课教学改革研究

针对师范类院校计算机公共课教学的现状,探讨教学态度、组织管理、教学内容、教学方法以及教学评价方面存在的问题。针对提的问题,并结合哈尔滨师范大学在计算机基础课的教学实践经验,从教材内容、教学方法、教学评价以及提高学生信息素养、加强师资建设等方面,提出计算机公共课教学改革的几点构想。     

An experimental evaluation of alternate pedagogical approaches for an introductory business data processing course

A course on Business Data Processing (BDP) was taught using two different pedagogical approaches (lecture vs laboratory) under experimental conditions to isolate the effects directly attributable to each of these teaching methods. It was found that students taught with the laboratory approach outperformed students taught with the lecture approach. In addition, students taught with the laboratory approach were more satisfied with the course. Evolutionary stages for the continuing development of this course are presented.     

VisualBasic程序设计课程中计算思维能力的培养

Visual Basic程序设计是非计算机专业学生必修的一门计算机基础课程,在计算机能力培养方面发挥着重要的作用。而计算思维能力培养是计算机基础课程教学的核心任务,为此,探究了如何在Visual Basic程序设计课程的教学过程中培养学生计算思维的能力。首先介绍了计算思维的基本概念,然后从师生角色定位、教学模式、教学内容方面阐述了为了培养Visual Basic程序设计课程中的计算思维能力而采取的方法和措施,最终取得了较好的实施效果。     

财经类院校民族教育班《概率论》教学探索

《概率论》是一门经济与管理类专业基础性的学科,它已是高校各专业一门重要的课程。但由于财经类院校民族教育班的《概率论》教学存在一些特殊性,因此,讨论民族教育班《概率论》教学方法就显得尤为重要。从教学内容、教学观念、教学方法和教学手段等方面进行探讨,并提出相应的措施。     

财经类院校民族教育班《概率论》教学探索

《概率论》是一门经济与管理类专业基础性的学科,它已是高校各专业一门重要的课程。但由于财经类院校民族教育班的《概率论》教学存在一些特殊性,因此,讨论民族教育班《概率论》教学方法就显得尤为重要。从教学内容、教学观念、教学方法和教学手段等方面进行探讨,并提出相应的措施。     

Computational Economics: Help for the Underestimated Undergraduate

Our concern in this paper is that the capability of economics undergraduates is substantially underestimated in the design of the present college curriculum and that our students are insufficiently challenged and motivated. Students enter our classrooms with substantial previous knowledge about computers and computation and we are not taking full advantage of this opportunity. We suggest a set of examples from computational economics which are challenging enough to motivate students and simple enough that they can master them within a few hours. By encouraging the students to modify the models in directions of their own interest, avenues for creative endeavor are opened which deeply involve the students in their own education.     

《离散数学》研究性实验的探索与实践

针对目前离散数学教学过程中存在的问题,分析增加研究性实验内容的必要性,对研究性实验教学方法和实验内容进行探索和实践,通过研究性实验将离散数学抽象的课程内容与计算机方面的实际应用联系起来,使学生学以致用,明确该课程在计算机相关专业的重要地位,有利于激发学生的学习兴趣和提高学生的计算思维能力。     

基于计算思维的《程序设计基础》课程设计

针对高职《程序设计基础》课程的教学地位和教学现状,提出通过培养计算思维以解决课程核心任务;结合课程授课对象的学情特点,设计一套以计算思维培养为核心的教学改革方案,使学生在实践中获得自我构建的课程知识,真正掌握课程的核心内容。     

浅谈高职楼宇智能化安全防范技术教学改革

目前在高职院校楼宇智能化的安全防范技术课程教学过程中,出现学生对学习目标不明确、对理论知识不感 兴趣、教师缺少相应的实践教学能力、教材内容滞后、实训设备落后、实训项目不足等问题。关于教学过程中出现的多种问题, 本文从强调基础课的适应性、更新教学内容、分组讨论教学、强化实训教学、提高教师的实践操作能力等方法加以解决。     

基于计算思维的六年制免费师范生程序设计课程教学研究

基于计算思维能力培养为核心任务的计算机基础教学改革,是目前国内外计算机教育界广泛关注和讨论的热点问题。结合湖南第一师范学院六年制免费师范生现有计算机基础课程体系,围绕计算思维能力培养目标、课程知识梳理与调整、教学内容组织与呈现、教学模型构建等方面进行相关研究,提出基于计算思维能力培养为核心的六年制免费师范生计算机程序设计课程教学模型,并进行相关教学实践。     

浅谈如何在《计算机基础》教学中培养计算思维能力

在分析国内外计算思维研究进展的基础上,提出一些行之有效的用于培养学生计算思维能力的方法,例如,深入讲解基本原理,使用生动形象的例子引导学生,将应试型记忆转变为应用型理解,开展启发式的任务驱动教学．并利用各种主流网络交流方式的便利给学生提供差异化教学。将计算思维应用到《计算机基础》课程教学的实践中,发现能有效提高学生的综合能力和素质,取得较好的教学效果。     

《计算机文化基础》课程教学改革与实践

《计算机文化基础》是大学生必修的一门基础课程,是国家二级计算机等级考试的重要课程。结合《计算机文化基础》课程教学改革,针对该课程特点和教学过程中存在的问题,从教学内容、教学方法、教学实践、课程网站建设以及考试方式等方面进行探讨与改革,并在实际教学实践中证明这些教改方法能够有效地提高大学《计算机文化基础》教学质量。     

"工业过程控制与自动化仪表"课程教学改革探讨

"工业过程控制与自动化仪表"是高等院校自动化类专业一门重要的专业课,其实践性、应用性非常强。传统的教学方法存在学生被动学习、学习积极性不高、教学效果差的弊端。为使学生既学到知识又掌握方法,从而形成独立设计控制系统能力,较好地达到教学目标,采用"任务驱动""软件仿真"教学方法为主,配合讲授法、讨论法、图标讲解法,使学生在问题情景中进行思索,尤其是虚拟仿真系统的应用,提高学生学习兴趣,让学生掌握独立设计控制系统的能力,达到解决实际问题的能力,培养学生实事求是的科学态度。     

Explanations in Mathematics Classrooms: A Discourse Analysis

Abstract

This article focuses on student explanations as a discourse practice central to mathematics teaching and learning. I discuss classrooms as hybrid discourse spaces and focus on how talk is used to accomplish social action. In doing so, I contrast several different social and sociomathematical norms for explanation and suggest that students’ choices of discourse practices position them within the classroom. Further, I caution educators against assuming that complete and detailed explanations are always best to support student learning. I discuss how explanations that are coconstructed by several students can actually support joint engagement in mathematical work and help peers stay “on the same page” while avoiding hierarchical positioning.     

So you are going to be an online writing instructor: issues in designing,developing, and delivering an online course

Online education is increasing exponentially in colleges and universities. In this article, writing instructors are introduced to theories of instructional design that form the foundation to support effective student learning. We present a series of guidelines, derived from these theories and our research and teaching, that writing instructors may use to design, develop and deliver their online courses. We present considerations for instructors such as the need for the course, an analysis of the learners, appropriateness of the course for online delivery, pedagogical concerns, and resources. We then discuss how best to support students in online environments. We conclude with suggestions for faculty support and training for online course delivery.