浅议基于学科思维的化学类专业课程体系设计与课程内容编排

对化学学科的世界观和方法论等哲学特征进行了分析,提出按照化学的学科思维模式构建新型化学课程体系——"学科思维体系"的理念。并对课程的设计、教学内容的安排提出了一些建议。希望能够对今后化学类专业课程体系设计、教材建设和教学内容改革提供一定的借鉴。     

欧洲放射化学教育、培训合作项目CINCH介绍与启示

核能发展需要放射化学人才,而放射化学人才紧缺在世界范围内是个普遍现象。本文介绍了欧洲应对放射化学人才危机而开展的欧洲放射化学教育、培训合作项目(CINCH),包括一期和二期项目。项目的成果包括详细的放射化学教育现状调查,统一的培养课程体系,以及开放的网络学习平台(NucWik)等。这些成功的经验可为我国的放射化学教育提供有益的启示。     

微型化学实验与创新教育

从思维科学的角度来看,采用微型化学实验进行化学教学,能促进学生左右脑的协调发展,是培养学生创造性思维和创新能力,实施素质教育的有效途径。     

分期付款期权在基于教育基金保险的期权中的应用

文献[1]提出了一种基于教育基金保险的欧式看涨期权,它赋予合约持有人在约定时间以约定价格购买连续支付固定年限的教育年金保险的权利,本文在[1]的基础上进一步提出基于教育基金保险的分期付款期权,该期权进一步改进了基于教育基金保险的欧式看涨期权,它赋予期权持有人分期支付期权费的权利,而不是一次性支付期权费,经过首期期权费的支付,期权持有人可以在继续支付期权费以持有期权和中断期权费的支付让期权作废之间选择,这样就可以使投资者在必要的时候取消期权,从而避免无效成本支出.该期权更加方便于低收入家庭和欲将资本用于其它高回报的投资的家庭进行教育投资.本文用后向递推和二叉树方法的方法给出期权定价公式,并确定分期支付的期权费的范围.     

美育的人格化动因—荣格对《美育书简》的心理类型学解读

天真与感伤之诗的划分启发了荣格有关外倾和内倾的心理类型区分,他又以“内倾思维”这一心理类型学视角解读了席勒的美育理想。荣格高度赞美了席勒对人格的坚持,认为培育完美人格不仅是审美教化也是心理疗愈的终极目标。但是,席勒的人格理想奠基于先验主体的构型意志之中,其审美调和论依赖于理性主体的自主性,并以审美理念剥夺了诸神意象的象征潜能。荣格则强调理念的象征本源,朝向诸神的复归就是个体与自性原型发生整合的心理进程。本文简要评述荣格对席勒美育思想的解读和诊断,并从主体转化的角度阐明美育的人格化动因,这一过程既包含着分析心理学的个体化进程,也是文化秩序整合的基础;同时,也构成了对启蒙主体正当性的有力反思。     

Unified approach to the sesquiterpenoids,lauranes and cyclolauranes: Total synthesis of (±)-isolaurene

A general approach to the total synthesis of sesquiterpene, isolaurene (1a) and cyclolaurene (2a) is featured from commercially available 3-methyl cyclopenten-2-one. The strategy includes a Stork-Danheiser sequence concomitant with a Ni(II)-catalyzed conjugate addition of methyl group onto 3-aryl 2-methyl cyclopenten-2-one to afford the advanced intermediate 11. A methyllithium addition onto compound 11 with an eventual dehydration completed the total synthesis of isolaurene (1a) in 5 steps (58.3% overall yields).     

基于大理科模式的化学拔尖学生培养的课程体系与教学实践

介绍南京大学大理科模式化学拔尖学生培养的课程体系和教学实践的初步成果,指出该课程体系的特点是系统地传授数、理、化、生等学科的基础知识,强化化学专业核心课程,尤其注重国际化教学与交流,学生适应化学及其相关交叉学科研究。     

Conservation science and technology identity instrument: Empirically measuring STEM identities in informal science learning programs

Our research centered on developing the Conservation Science and Technology Identity (CSTI) instruments as an empirical way to measure STEM identities and the intersection of identity constructs such as competence, performance, recognition, and ways of seeing and being. The surveys were used in a large funded multi-year project for teens and adults learning geospatial technologies and conservation science to use in intergenerational community conservation projects. We investigated whether an informal STEM learning program was developing new STEM identities or advancing well-developed identities. The instruments’ content validity was determined through a vetting process from national STEM identity research experts. Reliability was estimated with Cronbach coefficient alpha. Mann-Whitney and Wilcoxon Signed Rank tests were used to determine participants’ STEM identities and the workshop’s effect on specific identity constructs. We found teens and adults had historically similar STEM identities, with stronger conservation science than technology. Both science and technology competences, as well as technology ways of seeing and being, significantly increased, suggesting CSTI can be a valuable instrument in empirically assessing STEM identities.     

Measurement of the feedback coefficient by monitoring the power difference at power jump point in self-mixing vibration signal

This paper proposed a new method for measuring the feedback coefficient in the self-mixing interference. In experiment, the value of feedback coefficient is obtained by measuring the power difference at power jump point that based on the self-mixing vibration sensing system. It realized the measurement of feedback coefficient in range of 1–7.8 and shows a good agreement with the theoretical derivation and the corresponding simulation. Meanwhile, there is a good fitting result with the determination coefficient of 0.98 and line-width broadening factor of 3.245 respectively, which also realized measurement of feedback coefficient and line-width broadening factor at the same time.     

Students’ and Teachers’ Conceptual Metaphors for Mathematical Problem Solving

Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM‐based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors. Twenty‐two high‐school student and six teacher interviews demonstrated a rich foundation for these shared experiences by identifying the conceptual metaphors. This mixed‐methods approach qualitatively identified conceptual metaphors via interpretive phenomenology and then quantitatively analyzed the frequency and popularity of the metaphors to explore whether a coherent metaphorical system exists with teachers and students. This study identified the existence of a set of metaphors that describe how multiple classrooms of geometry students and teachers make sense of mathematical problem solving. Moreover, this study determined that the most popular metaphors for problem solving were shared by both students and teachers. The existence of a coherent set of metaphors for problem solving creates a discursive space for teachers to converse with students about problem solving concretely. Moreover, the methodology provides a means to address other complex concepts in STEM education fields that revolve around experiential understanding.