开展3＋1培养模式 科学地发展地实践信息与计算科学专业的建设

结合农垦院校办学特色和信息与计算科学专业的办学定位和办学指导思想,科学地发展地调整课程体系的设置,集思广益,认真制定、修订和运行教学计划;优化实践教学设置和深化实践教学内容,并积极建立长期的稳定的校外实习基地;与北京科瑞尔思研究院—大庆实训实习基地合作开展3＋1培养模式,收到良好效果.     

基于层次分析法的课程表的模糊综合评价

建立了高校课程表的评价指标体系,在此基础上提出了基于层次分析法的课程表的模糊综合评价方法,并用方根法简化模糊评价的权重集求解过程.通过对具体课程表的模糊综合评价,验证了该方法是科学的、可行的.     

Rate of Change: AP Calculus Students' Understandings and Misconceptions After Completing Different Curricular Paths

This study examined Advanced Placement Calculus students' mathematical understanding of rate of change, after studying four years of college preparatory (integrated or single‐subject) mathematics. Students completed the Precalculus Concept Assessment (PCA) and two open‐ended tasks with questions about rates of change. After adjusting for prior achievement with the Iowa Algebra Aptitude Test, students from these two paths performed comparably (F = 3.54, p = .063) on the PCA. Student errors on the three instruments revealed a lack of understanding of the interpretation or meaning of rate of change regardless of the curricular path. Students successfully calculated the rate of change of linear functions; however, when the function was not linear, students struggled to calculate it, model it on a graph, or interpret it in a real‐world context.     

大学物理实验教学创新实践平台的构建

创新型教学模式正在成为我国大学课程教学改革中的一大亮点,主要针对大学物理实验课程,简述了创新实践平台的构建的原则和实施方法。     

Understanding STEM‐focused elementary schools: Case study of Walter Bracken STEAM Academy

Increasingly, STEM focused high schools are used prepare students for college STEM majors and launch them into STEM careers. Yet a new focus on STEM education at the elementary levels suggests that the importance of STEM education is much broader than a preparation for workforce needs in high school or college. This paper describes a case study designed to articulate the mission and design of an effective and nationally recognized STEM‐focused elementary school. As described through the six most impactful components of STEM‐focused elementary school design at Walter Bracken STEAM Academy, the case study emphasizes the school's strong and inclusive school leadership, with staff organized into grade level groups empowered to innovate and honing their teaching practices. External partnerships are leveraged to broaden student learning opportunities. Students at Bracken engage in active learning opportunities and multidisciplinary lessons where STEM is used as a way of thinking and as a way to coherently combine content into active learning opportunities that are engaging for learners. By organizing the structural components of an exemplary STEM‐focused elementary school, we hope to deliver actionable reforms for elementary schools wanting to increase their STEM‐focused offerings.     

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Engineering design‐based STEM integration is one potential model to help students integrate content and practices from all of the STEM disciplines. In this study, we explored the intersection of two aspects of pre‐college STEM education: the integration of the STEM disciplines, and the NGSS practice of engaging in argument from evidence within engineering. Specifically, our research question was: While generating and justifying solutions to engineering design problems in engineering design‐based STEM integration units, what STEM content do elementary and middle school students discuss? We used naturalistic inquiry to analyze student team audio recordings from seven curricular units in order to identify the variety of STEM content present as students justified their design ideas and decisions (i.e., used evidence‐based reasoning). Within the four disciplines, fifteen STEM content categories emerged. Particularly interesting were the science and mathematics categories. All seven student teams used unit‐based science, and five used unit‐based mathematics, to support their design ideas. Five teams also applied science and/or mathematics content that was outside the scope of the units' learning objectives. Our results demonstrate that students integrated content from all four STEM disciplines when justifying engineering design ideas and solutions, thus supporting engineering design‐based STEM integration as a curricular model.     

Teachers' Conceptions of Integrated Mathematics Curricula

In this qualitative research study, we sought to understand teachers' conceptions of integrated mathematics. The participants were teachers in the first year of implementation of a state‐mandated, high school integrated mathematics curriculum. The primary data sources for this study included focus group and individual interviews. Through our analysis, we found that the teachers had varied conceptions of what the term integrated meant in reference to mathematics curricula. These varied conceptions led to the development of the Conceptions of Integrated Mathematics Curricula Framework describing the different conceptions of integrated mathematics held by the teachers. The four conceptions—integration by strands, integration by topics, interdisciplinary integration, and contextual integration—refer to the different ideas teachers connect as well as the time frame over which these connections are emphasized. The results indicate that even when teachers use the same integrated mathematics curriculum, they may have varying conceptions of which ideas they are supposed to connect and how these connections can be emphasized. These varied conceptions of integration among teachers may lead students to experience the same adopted curriculum in very different ways.     

Citizen coproduction and efficient public good provision: Theory and evidence from local public libraries

In both public administration and economics, efficiency is brought forward as an important criterion for evaluating administrative actions. Clearly, its value as an assessment principle depends on our ability to adequately measure efficiency. This article argues that citizen’s coproduction in public services requires a careful reassessment of how we approach the measurement of productive efficiency in public service delivery. Theoretically, we illustrate that using observable outcomes (e.g., library circulation, school results, health outcomes, fires extinguished, and crimes solved) as output indicators is inappropriate and leads to biased estimates of public service providers’ productive efficiency. This bias arises because citizens co-determine final outputs, leaving them at least partly beyond the service providers’ control. Empirically, we find supportive evidence of both the existence and importance of such ‘demand-induced’ bias.     

多元化的计算化学导论课程建设*

结合南开大学化学学院计算化学方向现有的人员结构和课程设置,阐述了采用“多元化课程”模式建设理论基础与实际应用相结合的计算化学导论课程的一些探索和尝试,探讨了计算化学课程授课内容和教学方法的改革。     

以稀土元素为载体加强分析化学教学中思政教育的探索与实践*

在分析化学课堂上开展以稀土元素为载体的思政教育,对于解决我国在稀土高新技术开发领域“卡脖子”的难题具有重要意义。介绍了本校将稀土元素融入分析化学课程思政的建设思路,就如何发挥稀土元素的载体作用,实现全方位、全过程的思政建设目标进行了探讨,并给出了的具体实践案例。