大学物理课程理论与实验教学新模式的探索与实践

本文提出了大学物理课程理论与实验相互配合整体优化的新模式并进行了实践,取得了良好的效果。     

物理教育的衔接现状及教师策略研究

近年来全国多省份陆续进行高考改革,在学生从高中过渡到大学的过程中,高中选科制度衍生出了在心理、学习方式、学习内容等方面的一系列问题,也成为教师必须面对的问题.基于以上出现的新情况,设计了关于物理衔接的调查问卷,以中央民族大学物理专业大一学生为研究对象,探究了大学物理与高中物理衔接在教师方面的影响因素,并辅以大学生学习动机的调查问卷,进一步探索了如何提升物理衔接的教学效果,并结合教育心理学关于内部动机与外部动机的研究理论,从教师的角度提出了大中衔接过程中的实施建议及策略.     

OBE理念下的材料力学教学方法改革与实践

为提高材料力学教学效果,培养学生分析和解决实际问题的能力,开展了目标导向教育(outcome based education,OBE)的教学方法改革与实践。以采矿专业大学生为教学对象,结合巷道支护技术的最新发展动态,针对轴向拉伸、轴向压缩、扭转、弯曲、组合变形和压杆稳定分别导入顶板锚杆、墩柱、锚杆孔钻孔、巷道顶板锚杆布置优化、钢管混凝土支架破坏和墩柱稳定性等案例,运用相关章节力学知识,最终解答了案例。OBE教学方法能让学生深刻地认识到材料力学和所学专业的密切关系,激发学生的学习兴趣,培养学生的科学素养和研究性思维,实践创新和解决工程问题的能力,教学效果显著。     

“三全育人”视阈下高校学科导论课程育人路径研究——“化学与社会”课程的问卷调研

以吉林大学化学学院开设的“化学与社会”课程为例,介绍学科导论课程“三全育人”初衷,探究学科导论课程“三全育人”路径。坚持内容为王,挖掘育人资源,创新教学方式,以期将思想政治工作融入学科导论课程各环节,助力“三全育人”综合改革。     

Formative assessment and the role of teachers' content area

Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self‐reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts.     

以创新能力培养为导向的分析化学课程教学改革*——以应用化学专业为例

面向国家亟需创新型人才这一新形势,分析化学课程围绕高素质、创新人才的培养,针对教学过程中存在的问题,重点在教学内容、教学方法、教学手段、综合考评等方面进行了改革创新。主要措施包括构建新的教学内容体系,探究多手段立体化教学,期中考试引入“一页纸”开卷考试并将“课题成绩”引入课程考核体系,将“知识传授、价值引领和能力培养”有机融合,实现立德树人的根本任务,取得了良好效果。     

药物化学课程思政教学模式的探索与实践*——青霉素抗生素专题

药物化学是药学专业核心课程,拥有丰富的思政资源。以药物化学课程为研究对象,在明确课程思政育人目标基础上,将药物化学课程思政教学主线设置为“定目标、拆内容、寻热点、挖元素、隐融入、明效果、做评价”等7个环节。进一步以青霉素专题为例,展示思政内容有机融入课程教学的全过程,为其他理工类专业课程思政教学提供一种参考模式。     

新工科背景下南开大学应用化学专业建设*

在以新材料、新能源、新技术等为代表的“新工科”发展战略的大背景下,日益呈现出学科之间彼此渗透、交叉与融合的态势。鉴于此,南开大学应用化学专业将“新工科”理念作为本专业建设的“催化剂”,在教师队伍建设、课程设置、教学实践及人才培养等诸多环节积极探索与实践,以期培育出具有高素质的应用型、创新型、复合型的应用化学专业人才。     

Sources of engineering teaching self-efficacy in a STEAM methods course for elementary preservice teachers

This study investigated the effect of a STEAM (science, technology, engineering, arts, and mathematics) methods course on elementary preservice teachers’ (PTs’) perceptions of self-efficacy to teach engineering practices. The course positioned engineering as the primary content area from which to integrate other subjects. To enhance PT’s perception of engineering self-efficacy, the course provided instruction that leveraged the following sources of self-efficacy: cognitive content mastery, cognitive pedagogical mastery, vicarious experience, verbal persuasion, and emotional state. The study also examined to what extent the various sources of self-efficacy contributed to changes in self-efficacy. Data was collected from 14 participants that included a self-efficacy survey and focus group interview. After completing the course, elementary PTs’ self-efficacy to teach engineering practices increased significantly. Qualitative data analysis revealed cognitive pedagogical mastery, vicarious experience (specifically simulated modeling), and emotional state were the most influential sources linked to positive changes in self-efficacy, with cognitive content mastery, and other forms of vicarious experience contributing, but to a lesser degree. These results suggest that teacher preparation programs can better support elementary PTs to teach engineering practices by offering additional methods courses focused on engineering, rather than providing short-term exposure to engineering practices and pedagogy in overloaded science methods courses.     

“双一流”背景下化学本科人才培养创新路径探索*

人才培养是高校的核心使命和必然要求。在“双一流”建设背景下,国家对高校人才培养提出了新要求。西北大学化学与材料科学学院围绕“培养什么人”“怎样培养人”,对本科人才培养不断进行探索和创新,搭建 “以本科生导师制为核心”的科研训练体系,“以拓展学术视野为核心”的国际化培养体系,“以调动教师教学投入为核心”的评价激励体系,“以提升创新意识为核心”的实践育人体系等措施,实现高校理科人才培养的创新发展。