面向优秀拔尖人才培养的大学物理新教学模式的探索

介绍了面向优秀拔尖人才培养的大学物理"五讲四练三结合"教学模式。该模式在知识传授方面强调讲重点、讲难点、讲创新点、讲争议点与讲未知点;在能力训练方面强调求异质疑训练、自主探究训练、学术辩论训练与团队协作训练;在素质养成方面强调物理知识与高科技原理相结合、物理方法与工程创新相结合、物理思想与人文启示相结合。教学实践表明,该教学模式能较好地促进创新人才的培养。     

XRD技术在大学生科研训练计划中的应用

在大学生科研训练计划中,熟练的掌握一门实验技术至关重要。本文以XRD(X射线衍射技术)技术为例,介绍了物相分析的原理和方法,阐述了其在材料学本科生科研训练计划中的应用价值。有效的推进了大学生科研训练计划顺利开展,极大地激发了学生创新意识和创新思维。     

电子电路创新型实验的开发研究

根据电子技术专业中模拟、数字等专业课实验的教学特点,进行创新性实验的设计训练,结合大学生创新性实验项目的申报、大学生挑战杯项目的参与和学生毕业设计的实践,提供给学生创新实验训练平台,使学生认真地掌握电子电路的理论知识和实践技能,实现了研究性教学和创新实验开发的的教学模式。     

物理实验创新实践团队训练的实践与探索

为提升学生综合实践能力,培养学生创新意识和团队合作精神,学校从2011年开始在第三学期开展了创新实践团队训练.大学物理实验中心依托大学物理实验课程对本院相关专业的大一大二学生进行了一系列的创新实践团队训练,提出了具体的实施方法,经过4年的实践与探索,学生在团队协作精神及创新能力培养方面都取得了较好的成效.     

基本技能训练在大学物理实验中的重要性探析

基本技能训练是大学物理实验的的入门训练,通过基本技能训练,可以培养大学生的实践能力和创新思维,为后期更高层次的物理实验和科研工作打下良好的基础。     

"创新中国"时代背景下创新创业教育与应用物理学专业教育的融合

介绍了我国高校创新创业教育现状,说明了创新创业教育与物理学专业教育相融合的内涵,通过融合创新创业理论课程体系的建设和实践,以创新创业能力培养为核心的多元化实验、实践教学体系的构建,以项目化的创新创业成果的培育为手段,使学生的创新意识和创新思维得到不断的强化和训练,创新人才的培养才得以实现.     

依托重点学科,教学科研互动,培养创新人才——南京大学国家物理学基础科学人才培养基地建设总结

介绍了南京大学国家物理学基础科学人才培养基地在教学条件建设、教学队伍建设、深化教学改革、实施科研训练与创新人才培养等方面的做法和体会.     

研究生光学仿真实践教学与科学探索能力培养

本团队结合光学系统设计、光通信前沿技术、高等光学等研究生课程建设,通过仿真实践综合训练,强化科研促进教学的理念,将光学学科前沿科研项目纳入到研究生教学和科研训练中,开展重理论基础、强创新实践、突科教融合的创新实践教学改革,通过基础光学、现代光学、综合应用三个层次的挑战性实践案例,将基础理论和仿真实践相融合,科学研究与工...     

浅谈物理实验课程体系建设与拔尖创新人才培养

本文着眼于拔尖创新人才的培养,探讨了大学物理实验课程体系建设的关键要素,注重在实验教学中传授基本知识和基本技能,训练科研方法和创新思维,培育科学精神,努力培养高素质创新型军事人才.     

科研训练与创新能力一致性分析与课程体系建设的探究

阐述高等学校设置科研训练课程这一实践环节的必要性和重要意义。以应用物理专业为范例,为了适应创新驱动人才培养模式的新变革,详细分析了新形势下科研训练与创新能力的紧密关系,通过具体举措,达到真正提高教学水平,切实培养高校学生创新能力这一目标。     

基于大学物理实验教学改革方法研究

大学物理实验是高等院校理工科专业一门重要的基础实验课程,是对学生进行科学实验基础训练的一门独立的必修基础课,同时也是学生进入大学后接受系统实验方法和实验技能训练的开端.现代科学技术迅速发展,对大学生的培养必须要与之相适应.因此要求物理实验课程教学内容、教学方法、教学体系的改革,着重强化实验基本技能、方法和物理实验思想的训练,同时注意培养和提高科学实验素质,重点突出能力培养和创新意识训练.在教学实践过程中,要全面促进实验技能和能力素质的提高.     

Performance Anxiety: Loss of the Spoken Edge

The study aimed to assess whether a specific training program in vocal and physical skills could reduce the level of perceived performance anxiety. Eighteen undergraduate performing arts students were divided into two even groups. The experimental group experienced 10 two-hour sessions in a specialized vocal and physical skills training program. The control group received the same number of sessions in text analysis by the same teacher. Ten weeks after the training period, both groups were videotaped delivering a short speech of general interest. The videotaped material was assessed by four judges, using a visual analog scale (VAS). Perceptual variables considered were eight vocal and physical features: physical ease, physical presence, effective gesture use, effective eye contact, correct breath use, suitable pace, vocal variety, speech clarity, and one performance feature: perceived performance anxiety. Results indicated that the particular vocal and physical skills training program used showed positive results in effectively reducing the level of perceived performance anxiety. The experimental group scored significantly higher on each of the eight vocal and physical features and significantly lower on the perceived anxiety feature than the control group. This research has implications for those affected by performance anxiety in vocal presentation.     

研究生实验操作问题分析及对策探讨

分析了研究生实验操作方面存在的共性问题,探讨了解决策略与途径.通过教学改革实践发现,组织实施大型仪器培训、引导学生参与实验准备工作、改革实验教学模式,有助于提高研究生实验操作技能,对于增强研究生科研素养、提升研究生教育质量具有积极意义.     

Animal model for training and improvement of the surgical skills in endolaryngeal microsurgery

Animal models for training of surgical skills were widely used for a long time in the education of medical practitioners. It is recognized, however, that endolaryngeal microsurgery requires highly refined skills to handle the delicate structures of the vocal folds under the microscope. The availability of fresh human laryngeal specimens is markedly restricted by legal and hygienic issues. The aim of this work was to report on the design of a feasible and effective model to provide the much needed skills in an animal laryngeal model that is as close as possible to the human vocal fold structure. In the initial phase of the research, three animal larynges were studied: porcine/pig, bovine/calf, and ovine/sheep larynges. The pig/porcine larynx was chosen for this experimental training model because it closely resembled the human laryngeal/glottal configurations. A study was carried out on 10 porcine/pig larynges to assess the dimensions of the glottis and study the histology of the layered structure of the vocal fold. The study was pursued to confirm the resemblance of this animal specimen to the human vocal fold. A wooden box with a black finished interior was prepared with an acrylic bed at its floor. This bed allows placement of the porcine/pig larynx. The design of the box allows the endoscopic exposure of the porcine/pig larynx through a rubber diaphragm. The darkness and confinement of the box, apart from the light of the endoscope, approximates the situation in live endoscopy. The operating microscope is then used to expose the glottis. Routine fine microlaryngeal instruments were used for training in the prescribed skills.     

Generalization of tactile perceptual skills to new context following tactile-alone word recognition training with the Tickle Talker

The Tickle Talker is an electrotactile speech perception device. Subjects were evaluated using the device in various tactile-alone and tactile-visual contexts to assess the generalization to other contexts of tactile-alone perceptual skills. The subjects were from a group of six normally hearing subjects who had previously received 12 to 33 h of tactile-alone word recognition training and had learned an average vocabulary of 50 words [Galvin et al., J. Acoust. Soc. Am. 106, 1084-1089 (1999)]. The tactile-alone evaluation contexts were sentences, unfamiliar talkers, and untrained words. The tactile-visual evaluation contexts were closed-set words, open-set words, and open-set sentences. Tactile-alone perceptual skills were generalized to unfamiliar speakers, sentences, and untrained words, though scores indicated that generalization was not complete. In contrast, the generalization of skills to tactile-visual contexts was minimal or absent. The potential value of tactile-alone training for hearing-impaired users of the Tickle Talker is discussed.     

声源追踪训练对语音型噪声中语音识别的影响

听觉训练可以提升人在噪声环境中语音识别的绩效.首先设计了一种以稳定声源为刺激的听觉追踪任务,在20个训练单元后,采用由干扰语音类型和信噪比两个因素构成3×5语音型噪声掩蔽下的语音识别测试验证了该训练方法的有效性.结果发现,训练组的语音识别率显著高于对照组,证明听觉注意力可以通过声源追踪任务的训练得到提高。实验结果表明,声源追踪训练可以使人在语音型噪声掩蔽下的听觉注意力水平趋于稳定。     

Transfer effects on communication and collision avoidance behavior from playing a three-dimensional auditory game based on a virtual auditory display

Transfer effects on two everyday auditory skills from playing an auditory game using a virtual auditory display (VAD) were investigated using two groups of 20 normally sighted participants. Representative auditory skills of blindfolded participants were pre-tested using communication and collision avoidance tasks. They performed the tasks two weeks later. Participants in a training group played the VAD-based game on seven days (30 min/day) during the two weeks: control group participants did not. Playing the VAD-based game significantly increased face-contacts in the communication task and significantly improved participants’ collision avoidance. No significant differences were found between the groups’ subjective ratings of the rated tension levels during the communication task or between rated levels for the collision threat. Performance revealed transfer effects of playing the VAD-based game on communication behaviors in social interaction and on avoidance of approaching objects: VAD-based games are effective training tools for auditory skills used in daily life.     

Etiology and treatment of psychogenic voice disorder:Results of a follow-up study of thirty patients

It is generally accepted that psychogenic voice disorder (PVD) is aresult of psychosocial stress; however, systematic studies of etiological factors in this condition are few. Furthermore, although immediate effects of therapy are estimated to be good, relapses are frequent, and the long-term effects of therapy are not known. The present prospective and longitudinal study on 30 patients was thus focused on possible etiological factors, the course of therapy, and the long-term results of therapy for PVD. The results indicate that interpersonal conflicts related to family and work are of basic importance in precipitating this condition. PVD is interpreted as a specific disorder of verbal emotional expression. Our therapy model in which vocal exercises are performed, together with training of communicative skills, seems rewarding. Relapses were not reported in 88% of the patients during the followup period of 1.9-8.4 years after therapy.     

Predictors of Phoneme and Stress Perception in Undergraduate Students of Singing

The purpose of this exploratory study was to examine the relationship between undergraduate vocal music majors' diction acquisition abilities for singing in a nonnative language (as rated both by themselves and by their studio voice teachers) and their scores on an objective test of phonemic and stress perception. Ten students with varying levels of university voice training served as participants. The results showed significant negative correlations between each of the teachers' four ratings and the students' scores on the phonemic awareness subtest. In addition, 20% of the students demonstrated evidence of underdeveloped phonemic awareness skills, as indicated by their below average test performance. Considerable individual differences were also observed in the students' abilities to track phonemes within a sequence of phonemes, count and track syllables within a sequence of syllables, and track combinations of phoneme and syllable changes in sequence, as evidenced by subtest performance scores. These findings corroborate existing reports which indicate that approximately 30% of the population does not fully develop phonemic awareness skills in the absence of special training. The findings support the utility of this objective test of phonemic and stress perception as a means of identifying students who will have difficulty with diction acquisition, and point to possibilities for pretraining to improve their response to diction instruction.     

知识、能力、素质并重——光学工程研究生实验教学新模式的探索

除传统专业知识外,沟通、协作、创新、管理、职业道德、领导才能等能力和素质越来越成为左右学生能否在社会上取得成功的关键,国外已经将这些因素纳入到工科专业认证的指标体系中去。但如何在有限的学时内加强上述能力的培养是工程教育面临的巨大挑战。对比发达国家在工程教育方面的最新发展趋势,在实验教学中通过随机分组、教师学生共同参与的考核方式、自选课题的项目研究等方法努力将能力和素质培养分散,将它们渗透到专业知识教学的各个环节,并对在固定学时内加强学生能力、素质的锻炼与培养进行了积极的探索与实践。