SPOC教学模式在学科教学(化学)教育硕士培养中的应用——以教育技术在中学化学教学中的应用为例

以师范院校面向学科教学(化学)专业教育硕士开设的"教育技术在中学化学教学中的应用"课程为例,研究了SPOC课程教学资源建设的内容、方法,分析了采用翻转课堂的SPOC教学流程的教学设计策略,比较了应用SPOC教学模式前后的学生学习效果。     

撰写教育教学论文是提升教学研究的好手段

简述了做好教学研究是提高教育教学质量的关键,撰写教育教学论文是提升教学研究的好手段。明确了撰写教育教学论文的目的和内容。以教学研究中撰写的论文示例强调了写好论文的基础来源于扎实的教学实践,功力来源于科学研究,做法来源于把教学研究当作科学研究那样去做。     

将纳米物质安全教学内容纳入化学课程

指出将纳米物质安全教学内容纳入化学课程的重要性。讨论通过理论和实验课实施纳米物质安全教学的方法,包括通过教学帮助学生建立纳米物质防护理念和学习防护方法。     

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探讨了创造力培养的策略以及在力学教学过程中,教师创造师生之间、生生之间互动的宽松环境,适当举例和设问以激发学生求知的好奇心,利用学生已有的基础知识一步一步引导学牛进入问题的本质,从而达到解决问题的目的.学生在学习过程中,创造力渐渐地就增强了.     

Developing mathematical competence: From the intended to the enacted curriculum

This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient.     

Spin-Crossover Assisted Spin-Switching and Rectification Action in Half-Metallic Graphitic Carbon Nitride(g-C4N3)

Herein, we report on the potential multifunctional spintronic action of half-metallic graphitic carbon nitride (g-C₄N₃). We observed electrostatic spin-crossover action at an applied electric field of −0.77 V nm⁻¹, which eventually leads to spin-switching action and change in sign of bias dependent spin injection coefficient. The system also acts as a spin polarized charge current rectifier with rectification ratio of 65.41 in spin-up channel only. This electric field-controlled spin switching action and simultaneous existence of rectification action makes graphitic carbon nitride a perfect multifunctional spintronic system-an ideal material for quantum logic gate design. Results obtained have been substantiated through transmission spectra and transmission pathways analyses. An analysis of projected device density of states of the system and molecular projected self consistent Hamiltonian states analysis reveals that the electron flow of the system is mainly facilitated by 2p orbitals of C and N atoms.     

高校教师教学质量评议机制的委托-代理模型分析

高校教学评议体制是高等教育质量保障体系的重要组成部分,但是实践中仍存在一些问题:过分强调科学管理主义而忽视了教师的精神激励;可能出现学生评价不准确和不负责任,学生与教师之间形成合谋等现象导致监督和考评作用失效;教学质量评价指标的科学化、教学评议的反馈途径等.通过建立高校教学质量评议的委托代理模型,同时考虑到高校教师的工资待遇等物质激励,以及职业道德和自我价值实现等精神激励两种因素,剖析了无私奉献和机会主义两种教学行为的混同均衡和分离均衡条件;最后,提出改进和完善高校教学质量评估的建议.     

Using similarity measures for collaborating groups formation: A model for distance learning environments

Adaptability to each separate user’s needs and preferences is a common concern in modern e-learning systems. Among various adaptation techniques described in recent research, collaboration support seeks to create groups that efficiently work together in order to advance user’s learning. This paper defines two similarity coefficients between users and learning objects and focuses on automatic creation of properly matching collaborating groups based on an algorithmic approach. By adopting methods derived from Group Technology, the method simultaneously selects appropriate learning objects to form a corresponding educational package for each group, thus assuring optimal value of user’s learning.     

A local instructional theory for the guided reinvention of the quotient group concept

In this paper we describe a local instructional theory for supporting the guided reinvention of the quotient group concept. This local instructional theory takes the form of a sequence of key steps in the process of reinventing the quotient group concept. We describe these steps and frame them in terms of the theory of Realistic Mathematics Education. Each step of the local instructional theory is illustrated using example instructional tasks and either samples of students’ written work or excerpts of discussions.