农林类大学物理自主导学系统的研究

为提高农科物理本科的教学质量,本文分析了农林类大学物理自主导学的研究意义,提出农林类大学物理自主导学系统的构建思路,并提出实施方案及存在问题.     

农林类大学物理自主导学系统的研究

为提高农科物理本科的教学质量,本文分析了农林类大学物理自主导学的研究意义,提出农林类大学物理自主导学系统的构建思路,并提出实施方案及存在问题．     

中心化开放式大学物理实验教学管理系统的设计

研究型大学建设背景下,农林院校大学物理实验实行中心化开放式教学,有效发挥公共基础课教学的基础性作用,具有十分重要的意义.根据高等农林院校中心化开放式教学的特点,采用B/S和C/S混合模式,设计了中心化开放式大学物理实验教学管理系统.该系统的使用保证了中心化开放式大学物理实验教学体系的运行,实现了多元化的考核方式,使物理实验教学中心资源发挥了最大效益,在提高学生的综合素质、培养学生的创新精神与实践能力方面发挥重要作用.     

新工科背景下“大学物理”课程建设的思考

作为高等学校理工科学生通识教育必修课的"大学物理"课程,在培养学生的科学素质和创新能力上有着不可替代的作用。为了国家战略发展新需求、国际竞争新优势和立德树人要求而提出的新工科建设的开展,给物理基础教学提出了新的要求。作者通过分析"大学物理"课程普遍存在的问题,并基于新工科建设的要求,提出了自己对新工科背景下该课程建设的一些见解和思考,供同行们参考。     

基于新工科背景下大学物理实验课程的改革探讨

根据"新工科"建设的需要,对现有大学物理实验课程的内容及教学方法进行分析,对存在的问题进行了讨论,提出了基于"新工科"背景下的大学物理实验教学和实验评价体系的新模式.     

充分认识大学物理实验课的意义,提高大学物理实验课的教学质量

大学物理实验课是影响理、工、农科大学生培养质量的关键因素之一。然而,目前在很多院校中,大学物理实验课并没有得到学生的普遍重视,这严重影响了大学物理实验课的教学质量。因此有必要对该课程的意义进行充分阐述。本文从六个方面对大学物理实验课程的意义进行了论述,希望对提高大学物理实验课程的教学质量有所帮助。     

自主导学系统演示动画资源库的构建

大学物理作为农林类高等学校一门重要的公共基础课，大学物理教育改革直接关系到农业高等教育的蜃孽和水平．高等学校传统的灌输式教学模式使得学生处于被动接受知识的状态，失去学习兴趣和积极性，也不利于学生创造性思维能力和解决问题能力的培养，为此应构建农林类大学物理自主导学系统．该系统是以问题的形式进行引导学生自主学习和研究性学习，并有物理教学资源库支撑，而演示动画资源库是其中的重要组成部分．     

光学相干断层扫描技术引入大学物理课堂教育浅析

全国高校新工科建设要求加强大学物理课堂教学与高新技术之间的联系,使学生认识到物理学基本原理是很多新技术发展的源泉.为此,我们从最基本物理概念出发,在大学物理课堂向学生介绍光学相干断层扫描(optical coherence tomography,OCT)技术的基础原理和发展历史,使之成为大学物理的教学内容之一.教学中,...     

解决复杂体系问题的大学物理综合实验改革

文章从培养"新工科"人才的教育目标出发,提出了解决复杂体系问题的大学物理综合实验改革方案,从综合性大学物理实验课程内容的设计、教学方法和手段及评价体系改革3个方面详细阐述了解决复杂体系问题的大学物理综合实验改革的具体实施过程与方法。该改革突破了传统大学物理实验内容单一、孤立的普遍现状,适应了当前"新工科"发展的需要,具有强烈的学科交叉融合的特征,将对建设"新工科"和培养"新工科"人才具有重要意义。     

“大学物理”课程在线混合式教学的改革与实践

为了做好新冠肺炎疫情防控期间"大学物理"课程的教学,实现"停课不停学""教学质量实质等效"的教学目标,依托同济大学云课堂(https://courses.tongji.edu.cn/)所用的ZOOM系统和在中国大学MOOC(https://www.icourse163.org/)上所建设的国家精品在线开放课程"大学物理(系列)课程",从多个教学环节开展了"大学物理"课程在线混合式教学模式的改革。经过一段时间的教学实践,取得了积极的成效。本文主要介绍我们教学团队在"大学物理"课程在线混合式教学方面的改革方案和具体做法,以利于相互启发、共同提高。     

围绕立德树人浅谈思政点的融入——以原子物理学为例

本科教学中应坚持立德树人,注重内涵建设,以学科和专业为引领,促进学生全面发展.原子物理学为物理学专业大二学生的主要课程,正是培养和引领学生树立正确思想导向的关键时期.在原子物理学中融入关键思政点以加强立德树人建设,是培养一流人才、打造一流本科教学的关键.文章主要讨论了在原子物理学教学中,如何以立德树人为目标,科学、正确地融入课程思政内容.     

日本高等物理教育近况

本文介绍了日本高等物理教育的最新状况．文章首先回顾了日本近代物理教育的发展历程,然后介绍日本大学法人化以来高等物理教育方针的变化以及物理学科教学机构的决策方针的制定方法．根据作者在名古屋大学的学习与工作经验,文章概略地介绍了日本高校本科教育以及研究生的培养方式．主要包括本科生课程的设置、教学方法,研究生的课程的学习方式,课题的选择以及导师的指导方法等内容．希望本文可以为我国高等物理教育的教学改革与基础学科的人才培养提供借鉴．     

“STELLA 2011 — School for Training in Experiments with Lasers and Laser Applications”: Short-term evaluation by quantitative methods

STELLA School is an advanced education program in laser physics for PhD and postdoctoral students in which highly qualified training in experimental techniques was delivered directly by using top-level research equipment. Its basic idea is born from the very idea which has seeded the birth of universities in the Middle Age: the inherent unity between research and education. This paper describes a study of a short-term survey that investigates the agreement of the students with some core ideas of the School as well as their general satisfaction as a marker of the robustness of the School method.     

Prevalence of voice disorders among future teachers

An epidemiological study was conducted in order to find out the prevalence of voice disorders among students studying to be teachers. Vocal symptoms were inquired of 226 students. Their voices were assessed perceptually by a speech therapist and those who had abnormal voice quality or reported several vocal symptoms were referred to a clinical examination by a laryngologist. The results showed that 20% of this population reported two or more vocal symptoms during the previous year and that 19% had an organic voice disorder. This reinforces the need for clinical evaluation of students with vocal symptoms and more vocal training in the teacher education programs.     

启发式教学在仪器分析实验教学中的应用

以恒电流电解法测铜为例,介绍了启发式教学在仪器分析实验教学中的应用.通过启发式教学,引导学生学以致用,充分调动了学生的学习积极性,培养了学生独立解决问题的能力,在巩固已学知识的同时,提高了实验教学质量.     

Effects of a professional solo singer education on auditory and kinesthetic feedback—a longitudinal study of singers'' pitch control

The significance of auditory and kinesthetic feedback to pitch control in singing was described in a previous report of this project for students at the beginning of their professional solo singer education.(1) As it seems reasonable to assume that pitch control can be improved by training, the same students were reinvestigated after 3 years of professional singing education. As in the previous study, the singers sang an ascending and descending triad pattern with and without masking noise in legato and staccato and in a slow and a fast tempo. Fundamental frequency and interval sizes between adjacent tones were determined and compared with their equivalents in the equally tempered tuning. The average deviations from these values were used as estimates of intonation accuracy. Intonation accuracy was reduced by masking noise, by staccato as opposed to legato singing, and by fast as opposed to slow performance. The contribution of the auditory feedback to pitch control was not significantly improved after education, whereas the kinesthetic feedback circuit was improved in slow legato and slow staccato tasks. The results support the assumption that the kinesthetic feedback contributes substantially to intonation accuracy.     

大学物理教学中“课程思政”及仿真实验相结合的探索——以等厚干涉牛顿环实验为例

以教书与育人相统一为指导思想,通过在大学物理教育中讲解时事、政治来培养学生的社会政治责任感,对大学物理教学中如何实施“课程思政”做了探讨,并结合Matlab GUI仿真模拟,在大学物理教学中培养学生的科学素质.教书和育人紧密联系在一起.     

在基础光学教学中贯彻以人为本的素质教育思想的探讨与实践

传统教育往往将学生看作是被动的接受者而非主动的思想者,而以人为本的教学指导思想则强调人的因素,强调人的文化素质和科学素质的提高,视学生为一切教学过程的主体、服务对象、出发点、落脚点和终极目标,把开发智力,启迪思维,培养创造力置于首位．本文结合多年的基础光学教学实践,从转变教学思想,提高教师素质,讲究讲课艺术,开展课外教学活动,加强师生的交流及互动等方面介绍了贯彻以人为本的素质教育思想的做法与体会,可为在理工科基础教学中实施这一原则提供借鉴．     

Education in acoustics and speech science using vocal-tract models

Several vocal-tract models were reviewed, with special focus given to the sliding vocal-tract model [T. Arai, Acoust. Sci. Technol. 27(6), 384-388 (2006)]. All of the models have been shown to be excellent tools for teaching acoustics and speech science to elementary through university level students. The sliding three-tube model is based on Fant's three-tube model [G. Fant, Acoustic Theory of Speech Production (Mouton, The Hague, The Netherlands, 2006)] and consists of a long tube with a slider simulating tongue constriction. In this article, the design of the sliding vocal-tract model was reviewed. Then a science workshop was discussed where children were asked to make their own sliding vocal-tract models using simple materials. It was also discussed how the sliding vocal-tract model compares to our other vocal-tract models, emphasizing how the model can be used to instruct students at higher levels, such as undergraduate and graduate education in acoustics and speech science. Through this discussion the vocal-tract models were shown to be a powerful tool for education in acoustics and speech science for all ages of students.