化学学科核心素养在高中教材习题中的表现—以人教版教材为例

教材习题是落实新课标倡导的基于化学学科核心素养进行评价的重要载体。以化学学科核心素养的水平划分和学业质量水平为依据,分析人教版高中必修化学教材课后习题考查的核心素养及其水平。结果表明,2007年版和2019年版教材均注重全面考查核心素养和对基础性的考查,突出考查宏观辨识与微观探析素养,突出化学本质;但2019年版教材习题在数量上有所减少,加强了科学思维和科学实践的考查,合理拓展了核心素养考查的广度和深度。最后,依据习题特征获得相应的教学启示,以促进学生核心素养的发展。     

新高考方案下浙江省化学分类走班教学的研究

新高考方案给予学生更多学科选择权,同时也给化学学科带来了新的挑战。以化学教学为视角,在2014级学生实施分类走班教学的基础上,通过调查影响学生化学学考/选考的因素,探究新高考方案对化学教学的影响以及实践相应的教学策略。重点研究教学组织形式的改变、教学内容的重组融合、教学手段的多元互补、教学方式的选择优化、教学观念的更新发展。     

基质辅助激光解析/电离飞行时间质谱(MALDI-TOF MS)在微生物鉴定中的应用*

基质辅助激光解析/电离飞行时间质谱(MALDI-TOF MS)是一种新型软电离生物质谱,具有检测速度快、操作简便、结果准确等优点,目前已成为可靠的微生物快速鉴定技术。就工作流程而言,与常规生化方法相比,MALDI-TOF MS可以将微生物鉴定的时间缩短为一天甚至更短。对于具有抗生素耐药性的微生物,使用MALDI-TOF MS鉴定也有很好的准确性。在病毒鉴定中,MALDI-TOF MS也可以发挥作用,已有报道将MALDI-TOF MS和机器学习(ML)分析方法结合来检测鼻拭子中SARS-CoV-2。此外,MALDI-TOF MS还可用于细菌的无光谱库鉴定。目前,MALDI-TOF MS正通过与其他技术(例如傅里叶红外光谱FTIR)相结合进一步扩大微生物鉴定范围。     

The Current Directions of Searching for Antiparasitic Drugs

Parasitic diseases are still a huge problem for mankind. They are becoming the main cause of chronic diseases in the world. Migration of the population, pollution of the natural environment, and climate changes cause the rapid spread of diseases. Additionally, a growing resistance of parasites to drugs is observed. Many research groups are looking for effective antiparasitic drugs with low side effects. In this work, we present the current trends in the search for antiparasitic drugs. We report known drugs used in other disease entities with proven antiparasitic activity and research on new chemical structures that may be potential drugs in parasitic diseases. The described investigations of antiparasitic compounds can be helpful for further drug development.     

Operating principles of the cerebral cortex as a six-layered network in primates: beyond the classic canonical circuit model

The cerebral cortex performs its computations with many six-layered fundamental units, collectively spreading along the cortical sheet. What is the local network structure and the operating dynamics of such a fundamental unit? Previous investigations of primary sensory areas revealed a classic “canonical” circuit model, leading to an expectation of similar circuit organization and dynamics throughout the cortex. This review clarifies the different circuit dynamics at play in the higher association cortex of primates that implements computation for high-level cognition such as memory and attention. Instead of feedforward processing of response selectivity through Layers 4 to 2/3 that the classic canonical circuit stipulates, memory recall in primates occurs in Layer 5/6 with local backward projection to Layer 2/3, after which the retrieved information is sent back from Layer 6 to lower-level cortical areas for further retrieval of nested associations of target attributes. In this review, a novel “dynamic multimode module (D3M)” in the primate association cortex is proposed, as a new “canonical” circuit model performing this operation.     

在传承与发展中加强化学基础实验课程体系建设

实验教学在化学学科人才培养体系中发挥着重要作用,吉林大学化学学科已历70年的发展,在传承“厚基础、强能力、重实践”的教学传统的同时,顺应时代发展,构建了新的“两阶段、三层次”的基础实验教学体系,融入新的教学内容。在先进的育人理念指导下,构建了满足个性化和差异化教学的多层次基础实验课程体系,全方位提升学生实验能力和综合素养。     

b→ssd decay in Randall-Sundrum models

The extremely small branching ratio of the b → ssd decay in the Standard Model makes it a suitable channel to explore new-physics signals.We study this ?S = 2 process in Randall-Sundrum models,including the custodially protected and the bulk-Higgs Randall-Sundrum models.Exploring the experimentally favored parameter spaces of these models suggests a possible enhancement of the decay rate,compared to the Standard Model result,by at most two orders of magnitude.     

一类新混沌系统的线性状态反馈控制

研究了一类新混沌系统的控制问题.利用Routh-Hurwitz准则对受控系统进行了稳定性分析，结合线性状态反馈方法理论上严格证明了达到控制目标反馈系数的选择原则.数值研究证明了该方法能够有效地控制混沌系统到失稳的平衡点或周期解，同时控制效果在弱噪声干扰下具有很强的鲁棒性. 关键词： 新混沌系统 线性状态反馈控制 Routh-Hurwitz准则 噪声     

Conceptualizations of slope in Mexican intended curriculum

Slope is a fundamental mathematics concept in middle and high school that transcends to the university level. An understanding of slope is needed at the university level since slope plays an important role in understanding problems involving variation and change. In this study Mexican curricula documents were examined to determine which conceptualizations of slope are addressed in the intended mathematics curriculum. To explain the results, we use conceptualizations of slope identified in previous research. Our findings reveal that, to a certain extent, the conceptualizations proposed in the Mexican intended mathematics curriculum differ slightly in terms of the emphasis and timing of instruction from what others have identified in the U.S., with slope as a geometric ratio receiving less emphasis in the Mexican curriculum. There was also noted discontinuity within the Mexican curriculum in introducing slope in grade 9 and subsequently introducing of linear functions in grade 10 without explicit mention of slope. Suggestions are made for future studies, both to consider the conceptualizations of slope promoted in the Mexican textbooks and the impact they have in classroom instruction and student learning of slope.     

The long term impact of a coherence based model for mathematics intervention

This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii) coherence between pull-out intervention and classroom instruction. The study found that over half of the third grade intervention students that participated in this initiative were classified as “novice” (the lowest possible performance category) on state standardized mathematics assessments at the end of the third grade. However, over the course of the following four years, the novice reduction rate of these students was significantly (p < .01) greater than other novices in Kentucky that did not participate in the initiative. These findings indicate that when implementing intervention initiatives to help students that are struggling with mathematics, it may be important to establish coherence between pull-out intervention and classroom instruction. The long term impact of this approach among traditionally underrepresented minorities suggest that this publication may provide insight into important equity issues where long-term analyses may sometimes be needed to capture the full impact of intervention initiatives.