通过教学过程和互动设计保障在线教学的效果

Based on the analysis of the courses and the investigation of students' online learning needs, an online teaching mode of "Tencent Classroom" and "Rain Classroom" with "split screen" is designed. This mode is used for the online teaching of "Foundation of Innovation and Entrepreneurship" and "Chemical Instrumentation and Automation". After two months of teaching practice, the teaching and learning were reflected and summarized, aiming to improve the performance of online teaching.     

雨课堂与腾讯课堂联用的“有机化学”线上教学设计与实践*

基于智慧教学工具“雨课堂”为主和“腾讯课堂”为辅的双平台联用组合,将“雨课堂”优秀的教学互动和全周期记录学习活动表现的功能与“腾讯课堂”网络直播高峰期画面卡顿少、师生可以语音互动的优点结合起来,充分发挥“以学生为中心”的教学理念,探讨了有机化学课程的线上教学设计,并在教学班级中进行了广泛实践。实践证明,“雨课堂”直播为主和“腾讯课堂”为辅的双平台联用教学模式能保证教学质量、激发学生的学习兴趣和提高学生的学习效果。     

Ways in which engaging with someone else’s reasoning is productive

Classrooms which involve students in mathematical discourse are becoming ever more prominent for the simple reason that they have been shown to support student learning and affinity for content. While support for outcomes has been shown, less is known about how or why such strategies benefit students. In this paper, we report on one such finding: namely that when students engage with another’s reasoning, as necessitated by interactive conversation, it supports their own conceptual growth and change. This qualitative analysis of 10 university students provides insight into what engaging with another’s reasoning entails and suggests that higher levels of engagement support higher levels of conceptual growth. We conclude with implications for instructional practice and future research.     

有机化学在线课堂教学实践探索

The spring semester of 2020 is affected by the new coronary pneumonia epidemic, which prevents the normal classroom teaching of universities in China. Nankai University actively responds to the request of "Suspended classes but not stop teaching and learning" proposed by the Ministry of Education. The online teaching software such as "Rain Classroom" and "Tencent Meeting" are used to provide online teaching to undergraduate students. This article takes organic chemistry teaching as an example and introduces the implementation process and effectiveness of online teaching. According to the particularity of online teaching, teachers must change the teaching mode to ensure the teaching work carried out effectively.     

Arguing About the Effectiveness of Assessments for the Classroom

Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users. We explore the treatment of intended test purpose and test score use under the chain of assumption/inferences perspective identified within an argument-based approach to validity. Next, we revisit the notion of test score use and argue that, at least for classroom assessments based on complex constructs, such as learning progressions in math and science, test score use can be more effectively conceptualized as part of a potential solution to solving a problem, or “job-to-be-done.”. We argue for shifting from the definition of validity to the concept of effectiveness. Finally, we illustrate an argument- based approach to test score effectiveness by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint or a test blueprint augmented with learning progressions.     

在无机化学教学中培养学生的创新思维

根据无机化学授课对象的特点,结合无机化学教学心得,分别以水的电化学稳定窗口、配位化学的发展史及铝离子浓度的测定为例,讲述了科学研究、化学史、实践与教学内容相结合对提高教学效果、培养学生创新思维的作用。     

在化学类通识教育课程中开展“课堂辩论”对大学生能力培养的探索与实践

This paper explored "the classroom debates" in "nutrition chemistry" course. After evaluating the students' expectation in participating activities, the participating degree and their gains from the activity, it was found that the performance and gains from the "classroom debate" were influenced by provincial locations, genders and majors. The results showed that "the classroom debates" need to coordinate the students' speculative thinking ability, creative thinking, team playing, medical ethics and professional education as a whole. This would help the students to form a way of critical thinking as well as the right outlook on life and value system.     

以在线开放课程为核心进行一流课程的建设与实践

The development and integration of information technology with higher education facilitate the construction of the first-class online course, which has been a key objective for undergraduate education reform. Based on the student-centered idea, it is a valuable exploration and practice to integrate the online course with traditional teaching, and make efforts on innovative digitized teaching mode by taking the advantage of information technology.     

基于"互联网+"生物化学新教学模式的建立

The rapid development of internet technology has made the access to knowledge more convenient and diverse, which is both an opportunity and a challenge for traditional teaching methods. By analyzing and comparing the characteristics of four advanced teaching methods and techniques, and addressing the specific curriculum features and students' situation, a new mixed teaching model was constructed by Traditional Classroom Teaching Model (TCTM), Small Private Online Course (SPOC) and Flipping Classroom Model (FCM). The proportion of the three teaching methods was about 50%:35%:15%, respectively. By striving to combine their strengths and develop students' learning and reasoning ability gradually, the proposed mode achieved a satisfactory teaching effect.     

Chinese speech intelligibility at different speech sound pressure levels and signal-to-noise ratios in simulated classrooms

The speech intelligibility in classroom can be influenced by background-noise levels, speech sound pressure level (SSPL), reverberation time and signal-to-noise ratio (SNR). The relationship between SSPL and subjective Chinese Mandarin speech intelligibility and the effect of different SNRs on Chinese Mandarin speech intelligibility in the simulated classroom were investigated through room acoustical simulation, auralisation technique and subjective evaluation. Chinese speech intelligibility test signals recorded in anechoic chamber were convolved with the simulated binaural room impulse responses, and then reproduced through the headphone by different SSPLs and SNRs. The results show that Chinese Mandarin speech intelligibility scores increase with increasing of SSPLs and SNRs within a certain range in simulated classrooms. Chinese Mandarin speech intelligibility scores have no significant difference with SNRs of no less than 15 dBA under the same reverberation time condition.