土木工程施工课程教学改革思考与探索

作为我国高等教育院校土木工程专业的专业基础必修课程,土木工程施工课程具有实践性、综合性较强的特点。随着土木工程技术的高速发展,以及我国高校土木专业设置和教学改革的不断深入,该课程的教学面临新的挑战。文章对土木工程施工课程教学现有的突出问题进行了总结,并分析了问题原因,对土木工程施工课程教学改革进行了思考与探索。     

大学生的积极人格品质及其与学习适应的关系

本文通过对长沙的三所大学共318名本科学生进行问卷测试,调查大学生积极人格品质特点及与学习适应的关系。结果显示,大学生24个积极人格品质中得分最高的主要有爱、感恩、友善、公正和美的欣赏,最低的是自控、洞察力、勇气、创造性和毅力。大学生积极人格品质分布特点具有一定的跨文化一致性。积极人格品质与大学生学习适应具有广泛的正相关,尤以毅力对学习适应变异的预测最大,但目前它并没有成为大学生的突出积极人格品质。     

包豪斯教学模式对风景园林规划与设计教学的启示

文章回顾了包豪斯学校以基础课程教学和工作坊式实践教学为主体的教学模式,并以这种教学模式为基础,针对风景园林规划与设计专业学科特点和当前国内此专业的教学现状,提出以强化综合性的基础课程体系为铺垫,以强化实践性与协作性的工作室教学方式为主体的风景园林规划与设计本科教学优化方案。     

中外土木工程专业高校教师本科教学投入对比分析

教学是高等院校实现教书育人目标的最重要手段。高校教师对教学的投入直接关系到人才培养的质量和高校教育的质量。文章阐述和分析了国内外土木工程专业高校教师在本科教学中的投入现状,提出了改进我国高校教师本科教学投入的政策措施和思想保障,为促进高校教师投入本科教学活动和人才培养工作提供了新思路。     

本科生开设绿色化学选修课的教学探索

绿色化学作为校级精品建设课程,开设的绿色化学公选课教学内容以循环经济理论和可持续发展战略为主线,通过理论讲授、课堂讨论、网上练习和专题小论文等形式,渗透绿色化学知识,使大学生树立绿色化学理念,营造绿色化学氛围,让全民了解、接受并应用绿色化学,为改善地球环境,为人类的可持续发展作出应有的贡献.     

基于产学研结合的本科毕业设计的探索与实践

应用型本科院校毕业设计(论文)是学生理论联系实践最重要的途径,也是培养大学生工程实践能力和创新能力的重要环节。针对毕业设计(论文)理论偏离实际等问题,我校化学工程与工艺专业坚持以"行业为依托、就业为导向"的原则,采用产学研结合的模式指导本科生的毕业设计(论文),取得了良好的效果,实现了"动手能力强,上手快",提高了毕业生工程实践能力。     

本科生科研训练的实践与探索

本科研训练是一种很好的实践教育手段,越来越多的高校利用科研训练提高本科生的综合素质.本文通过具体的例子介绍了我校本科生科研训练的实施情况,包括选题、训练内容和训练效果等方面.每个科研训练项目均经历了查阅资料、方案设计、方案评审和方案实施等过程,结果表明本科科研训练可以很好地培养学生的创新能力,提高学生分析问题和解决问题的能力,为学生研究生阶段的学习和工作打下了良好的基础.     

“信息论”课程教学方法改革的研究

"信息论"课程具有理论性强、内容抽象和知识点多等特点,本科学生学习容易产生畏惧心理。本文针对性地研究了一套教学改进方案:强化一条主线,营造一个场景;以阶段性目标为牵引,激发学生主动学习兴趣;同时,将全方位教育模式融入到"信息论"教学中,以适应不同学生的需求,平衡深度与广度之间的矛盾。经教学实践,学生学习兴趣普遍提高,教学效果良好。     

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: A faculty perspective

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions.     

在本科生中实行“导师制”的实践与思考

介绍了计算机及自动化系在部分本科生中实行导师制的实践,分析了导师制对提高本科生的创新意识以及学风建设的积极意义。