高职化工创新型人才培养体系的构建与实践

按照高职教学规律,说明了高职创新型人才培养的必要性,并进行了高职化工专业创新型人才体系的构建实践,探讨了化工创新型人才培养经验。     

几点提升结构化学模型实习课效果的举措

为提升结构化学模型实习课的效果,相继采取了建立虚拟模型实习网站,录制模型实习讲解视频以及改造模型实习课为讨论课等几项举措,切实克服了原来实习课所存在的问题,提升了学生在模型实习课中学习分子和晶体结构的效果。     

短学时有机化学教材建设与应用实践

对短学时有机化学课程的核心内容,即典型有机物的主要化学性质,按照反应本质以及反应物与产物在结构上的关系进行了重新分类与整理;同时,以楔形式手性分子的R/S构型的判断技巧为例对课程常见难点进行了形象化阐释;此外,顺应国内重视化学品安全的大趋势,在课程教学过程中补充了典型有机物与有机反应的危险性、急救措施等相关知识。基于上述改革内容建设并出版了新教材《有机化学简明教程》,并将其用于北京石油化工学院5个专业、两届学生共计19个行政班的短学时有机化学课程学习中,学生反映良好,课程成绩呈逐年上升的趋势。     

Study on an improved five-interferogram phase-shifting algorithm

Using traditional five-interferogram algorithm to unwrap phase for length measurement, the phase steps must be equal to π/2 exactly, but it is almost impossible to achieve in nanometer positioning technique.Aiming to overcome this defect of traditional five-interferogram algorithm, an improved five-interferogram algorithm is presented.This improved algorithm not only keeps the high accuracy of traditional five-interferogram algorithm, but also does not need absolute equal step to unwrap phase.Instead, this algorithm only needs measuring phase-shifting.With the numerical simulation, the improved five-interferogram algorithm shows high accuracy, high reliability, and feasibility in practice.It is very valuable for accurate length measurement with Fizeau interferometer and Fabry-Perot interferometer.     

化学拔尖学生培养课程 ——化学生物学实验课程建设与实践

Tsinghua Xuetang Program is designed to explore appropriate projects, courses, and seminars for cultivation of top talents to promote worldwide openness and cultural exchanges. Supported by the program, chemical biology laboratory actively extends the scope of the current experiments and develops new protocols to integrate chemical biology research and undergraduate educational activities. This work mainly introduces the curriculum design, implementation and the teaching experience of chemical biology laboratory.     

SOME PROBLEMS IN THE TEACHING OF STRUCTURAL MECHANICS1)

结合结构力学的教学实践,给出了几何构造分析概念在求解静定结构内力、用机动法作梁的影响线、应用虚功原理求静定结构反力等方面的应用;分析了自由度、计算自由度、结构动力计算自由度、稳定性问题的自由度之间的区别与联系;汇总了力法、位移法等方法的特点及适用问题;介绍了部分结构力学内容应用多媒体、实验、数值仿真相结合的教学方法。将结构力学内容的内在联系、容易混淆的概念、各种方法的特点理清楚,从而提高教学效果。     

Recent developments on Reactivity: Theoretical conceptualization and empirical verification

This paper seeks to enrich the literature of operations and supply chain management through the development of the concept of Reactivity and the introduction of related performance indicators. Reactivity explains the capability to perform operationally and economically under unexpected conditions. A qualitative investigation has aimed to identify useful managerial practices to be adopted to properly perform Reactivity, while an empirical analysis has tested the relevance of each practice as well as the economic benefits that Reactivity provides. The findings suggest that managers and practitioners should develop a Reactivity orientation because it benefits firms’ economic performance when an unexpected event occurs; in addition, several recommended managerial practices should be undertaken to ensure its correct implementation.     

“一体三翼”教学模式在工科无机化学教学中的应用与实践*

为适应当前复合型人才培养需求和提高学生自主学习能力和创新意识,在对大学一年级新生进行无机化学教学时需坚持以学生为主体的教学理念,并努力同时提高他们的思想政治素质、理论联系实际能力和科学研究素养。为此,提出“一体三翼”教学模式。然而,大多数工科院校无机化学课程的授课学时有所压缩,这对任课教师来讲是一种巨大挑战。通过“线上-线下”混合式教学解决学时不足问题,并通过学生课程参与度、学生学习成绩及教学反思等形式检验“一体三翼”教学模式的教学实践成效。     

Classroom interactions that shape the nature of students’ appropriation of a complex mathematical practice

Scholars continue to emphasize the importance of fostering proficiency with mathematical practices as an educational outcome. As teachers attempt to support students in developing these practices, they communicate subtle messages about their nature. However, researchers lack a detailed understanding of the classroom interactions that communicate these messages. To begin to address this gap in the literature, we investigated the relationship between the types of classroom interactions around the mathematical practice of imposing structure and the ways students subsequently engaged in that practice. This led to the identification of three types of classroom interactions that shaped the nature of students’ appropriation of imposing structure: (a) engaging students in the practice, (b) providing different representations of the practice, and (c) reflecting on different instantiations of the practice. Our examination of the nature of these interactions suggests teachers must attend to details as they support students to appropriate mathematical practices in formal learning environments.