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当前经济社会发展需要跨学科人才,《义务教育物理课程标准(2022年版)》提出“跨学科实践”主题,明确指出培养跨学科人才。大科学工程综合了多学科领域的知识观念、思维方法,具有丰富的跨学科实践教育价值。以子午工程探测电离层电子浓度为例,应用其原理、科学数据等设计跨学科实践活动并进行实践。通过分析科学家的任务流程、科学家与学生的差异,设计跨学科实践活动流程;结合学生知识水平简化其中的跨学科知识;设计系列问题与活动构建脚手架辅助学生逐步学习,完成实践任务。 相似文献
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大学物理实验课程对培养学生的理论联系实际的实践能力和综合素质具有重要作用。针对现阶段传统大学物理实验课程存在的问题,基于OBE教育理念,提出了“以学生为中心,以成果输出为导向”的教学活动改革探索,整个教学活动强调学生的自主探究学习,从而培养学生综合实践和创新能力。通过实践,取得了较好的教学效果,为提升学生后续投入到社会中可持续性学习实践能力奠定了基础。 相似文献
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作业是保证课程改革的关键领域,是促进核心素养发展的重要手段,是落实“双减”政策的主要抓手,立足学科实践结合典型物理实践作业案例分析双减背景下实践物理作业设计思路和实施原则. 相似文献
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对以项目为载体和目标的深度学习进行实践研究,以苏科版八年级物理“物体的质量”一节为例,立足教材内容和课程目标,探讨在制作项目的过程中进行深度学习的教学方式,培养学生实践能力,发展学生高阶思维. 相似文献
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多媒体教学的探索与实践阴其俊戴坚舟(华东理工大学,上海200237)随着科学技术的迅猛发展,物理教学面临着极为迫切的变革要求.教学内容现代化已越来越成为大家的共识,并正在积极地探索和实践.然而运用现代化的教学手段在大面积教学中的实践却发展缓慢.长期以... 相似文献
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通过教学实践揭示带电粒子做匀速圆周运动的条件,并提出相应的改进意见.以作为在新旧交替的过渡阶段,如何主动地在教学中渗透新课程理念的一种实践探索. 相似文献
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职业技术教育要求学生有很好的实践能力,对于模拟电子技术课程的基础——放大电路静态工作点的正确调整教学单元,利用ASSURE教学模式努力培养学生的实践、设计、探究能力。 相似文献
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基于实验教学的大学生实践能力培养探究 总被引:1,自引:0,他引:1
在高等教育规模迅速扩大的同时,需要十分关注学生的培养质量,尤其是实践能力的培养。高校毕业生的实践能力与发达国家相比还有距离,难以适应国家与社会发展的需求。因此,积极探索一条现实的有效地培养学生实践能力的途径是迫切和必须的。在全面理解实践能力内涵的基础上,根据高等工科院校电工与电子技术课程实践性强的特点,着重讨论了实验教学在大学生实践能力培养上所发挥的作用,从理论与实践的结合上探究了基于实验教学的大学生实践能力培养模式,对于进一步深化高等工科院校大学生实践能力的培养具有非常大的意义。 相似文献
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Rose BOUCAUT Takuo NOMURA Kenichiro TAKANO Reiko HIROSHIMA Fuminari ASADA Satoshi OKAHARA Beatriz SANZ-BUSTILLO-AGUIRRE 《Physical Therapy Research》2021,24(2):98
Objective: This study aimed to adapt a pre-existing cross-country comparison (CCC) model to Occupational Health Physiotherapy (OHP) practice as a basis for locating and examining contextual factors that may influence OHP practice in Japan and Australia. Method: A secondary analysis was conducted of existing publicly-available data on OHP and related influential factors, following the five components of the CCC model: work-related legislation; labor market characteristics; culture; physiotherapy practice norms; and organization of OHP practice. Results: Legislation in both countries promotes safe work and rehabilitation of work injured/ill workers. 2019 unemployment was lower in Japan with higher employment protection than Australia. Both countries have an ageing workforce and rising retirement age. Cultural differences relate to higher long-term orientation and uncertainty avoidance in Japan. Australia has higher individualism and physiotherapists are autonomous practitioners with direct access, which differs from Japan. Both countries have a national OHP subgroup, to date only Australia has OHP professional practice standards. Discussion: This study is the first to compare OHP practice in Japan and Australia. Contextual similarities and differences observed may underpin OHP practitioner role and its enhancement in work-related musculoskeletal disorder prevention and management strategies, the return-to-work process, and development of this physiotherapy discipline nationally. Conclusion: Adapting the CCC model to OHP practice enabled a structured exploration of resources and data, from which to extract and compare contextual factors that may shape OHP practice in Japan and Australia. This in turn may provide a useful springboard for further discussion about OHP practice internationally. 相似文献
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Carole T. Ferrand 《Journal of voice》1995,9(4):419-423
The effects of practice on jitter and shimmer were assessed in two groups of normally speaking women. Subjects in both groups sustained trials of /a/ as steadily as possible during a baseline session, two practice sessions, and a transfer session. Subjects in one group received visual and verbal feedback during the practice sessions. Subjects in the other group received no feedback. Shimmer means remained essentially stable over the four sessions for both groups, and no differences were apparent between the groups. Jitter values were significantly different between sessions for both groups, and between the two groups for the practice sessions. These results are consistent with findings from manual performance and retention tasks. The present findings also support a recently developed neurologic model of jitter. 相似文献
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以大学物理课程为例,从前期准备、教学实践、课程考核3方面进行混合式教学的探索与实践.实践表明混合式教学突破了传统课堂的时空局限,极大地扩展了传统课堂的教学内容和深度,完善了网络教学,使学生实践了真正意义上的自主学习,实现了理想的师生互动关系. 相似文献
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Here, we constructed and analyzed a network (henceforth, “medical knowledge network”) derived from a commonly used medical text. We show that this medical knowledge network has small-world, scale-free, and hierarchical features. We then constructed a network from data from a hospital information system that reflected actual clinical practice and found that this network also had small-world, scale-free, and hierarchical features. Moreover, we found that both the diagnosis frequency distribution of the hospital network and the diagnosis degree distribution of the medical knowledge network obeyed a similar power law. These findings suggest that the structure of clinical practice may emerge from the mutual influence of medical knowledge and clinical practice, and that the analysis of a medical knowledge network may facilitate the investigation of the characteristics of medical practice. 相似文献
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基于"金课"建设的"大学物理"线上线下混合教学实践 总被引:1,自引:0,他引:1
近年来,依托高等学校“大学物理”课程,本文持续开展了线上线下混合教学模式的教学改革与实践.在实践过程中秉承以“学生为中心”的教育理念,围绕“金课”建设标准,既基于信息化技术进行教学方式、方法改革,同时又提升教学内容的高阶性和挑战度,实践知识探究、思辨与拓展的全新教学模式.通过对“大学物理”线上线下混合“金课”的设计和实践,有效促进了高校学生的个性化、深层次学习,对后疫情时代,高校师生实现高质量的线上线下混合教学具有一定的参考价值. 相似文献
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本文介绍了近年来普通物理实验课程体系和教学内容改革的实践,并针对目前实验教学中仍存在的一些问题提出了开放式实验教学的改革思路。 相似文献