基于化学知识与教学能力考试的化学教师教育课程改革探讨

介绍了《化学学科知识与教学能力（初级中学）考试大纲》和《化学学科知识与教学能力（高级中学）考试大纲》的结构与价值取向,从理念、内容、评价等角度分析了考试改革对化学教师教育课程的影响,探讨了化学教师教育课程改革的原则,并从培养目标审核、能力目标分解等方面提出了改革建议。     

Force microscopy analysis using chemometric tools

In this paper we report the first application of multivariate data analysis techniques to force spectrometry measurement sets to enable the physicochemical assignment of spatially ordered multi-component systems. Principal component analysis (PCA) and hierarchical clustering techniques were used to reveal hidden chemical information within force-distance curves generated by high spatial resolution force microscopy. Two experimental samples were analyzed: (i) a two-component system of cytochrome c proteins on a mica surface, and (ii) a three-component system of avidin protein islands positioned on a gold and glass surface. PCA and hierarchical clustering techniques were used to discriminate the different components of the two-component system, whereas hierarchical clustering was found to be superior for the three-component system. Results were in good agreement with the topography and prior knowledge of the surface patterns. This research represents a formative step towards the combination of force spectrometry with chemometric tools for the high resolution physicochemical investigation of complex biochemical systems.     

STEAM教育跨学科思维评价研究——基于化学师范生的实证分析

跨学科思维是个体在解决复杂问题时,基于学科知识间的内在联系寻找问题解决方案的思维方式。基于SOLO分类理论和STEM教育的“融合斜面”构建跨学科思维评价框架,采用NVivo12分析软件依据“STEAM金字塔结构框架”对93位化学师范生的STEAM项目的任务分解资料进行编码和统计,分析化学师范生跨学科思维发展水平。以期为进一步寻求化学师范生跨学科思维高水平发展的策略提供参考。     

化工原理课程思政教学改革与实践

介绍了化工原理课程思政的育人目标,据此构建课程内容与育人元素的支撑矩阵;融入绿色工程理念,确定课程对绿色工程十二项原则指标点的支撑;深度融合信息技术,基于原有慕课建设专门的课程思政慕课;以精馏章节为例,分享化工原理课程思政教学案例设计思路和方案。同时,对学生测评和学习成果、育人点、重要性及切入自然性进行调研评价,说明通过课程思政教学实践,在潜移默化中培养学生树立正确的世界观、人生观和价值观。为化工类专业课程思政教学提供参考和借鉴。     

The Interplay Between Fairness and Randomness in a Spatial Computer Game

This article describes how children use an expressive microworld to articulate ideas about how to make a game seem fair with the use of randomness. Our aim in this study is to disentangle different flavours of fairness and to find out how children used each flavour to make sense of potentially complex behaviour. In order to achieve this, a spatial computer game was designed to enable children to examine the consequences of their attempts to make the game fair. The study investigates how 23 children, aged between 5.5 and 8 years, engaged in constructing a crucial part of a mechanism for a fair spatial lottery machine (microworld). In particular, the children tried to construct a fair game given a situation in which the key elements happened randomly. The children could select objects, determine their properties, and arrange their spatial layout in the machine. The study is based on task-based interviewing of children who were interacting with the computer game. The study shows that children have various cognitive resources for constructing a random fair environment. The spatial arrangement, the visualisation and the manipulations in the lottery machine allow us gain a view into the children’s thinking of the two central concepts, fairness and randomness. The paper reports on two main strategies by which the children attempted to achieve a balance in the lottery machine. One involves arranging the balls symmetrically and the other randomly. We characterize the nature of the thinking in these two strategies: the first we see as deterministic and the latter as stochastic, exploiting the random collisions of the ball. In this article we trace how the children’s thinking moved between these two perspectives.

Developing flexible procedural knowledge in undergraduate calculus

Mathematics experts often choose appropriate procedures to produce an efficient or elegant solution to a mathematical task. This flexible procedural knowledge distinguishes novice and expert procedural performances. This article reports on an intervention intended to aid the development of undergraduate calculus students’ flexible use of procedures. Two sections of the same course were randomly assigned to treatment and control conditions. Treatment students completed an assignment on which they resolved derivative-finding problems with alternative methods and compared the two resulting solutions. Control students were assigned a list of functions to differentiate. On the post-intervention test, treatment students were more likely to use a variety of solution methods without prompting than the control. Moreover, the set of treatment section solutions were closer to those of a group of mathematics experts. This study presents evidence that not only is flexible procedural knowledge a key skill in tertiary mathematics, it can be taught.     

Assessment model of classroom acoustics criteria for enhancing speech intelligibility and learning quality

In this paper, a new classroom acoustics assessment model (CAAM) based on analytic hierarchy process (AHP) for enhancing speech intelligibility and learning quality is proposed. The model is based on five main criteria that affect the learning process and related to classrooms acoustical properties. These include classroom specifications, noise sources inside and outside the classroom, teaching style, and vocal effort. The priority and weights of these major criteria along with their alternatives are identified using the views of students, staff, education consultants, and expertise by using a developed questionnaire, and the AHP methodology. This model can be considered as a helpful framework enabling universities decision makers to take effective decisions on classroom acoustics treatment issues. It also provides colleges’ higher authorities the suitable guidelines that help for determining necessary requirements that help to raise the quality and efficiency of the educational environment; in order to reach an excellent learning environment; and hence increasing students learning outcomes.     

灰色滞后DEA模型及其在江苏高校创业教育服务效率评价中的应用

实际生产活动中,投入带来的产出效应往往不是"立竿见影",一般具有时间延迟特征.考虑各种投入和产出对于整个生产活动的贡献大小不同,用灰色关联分析方法对投入产出进行权重设计,建立滞后灰色DEA模型.对36个江苏省高校创业教育服务效率进行实证测算,发现创业教育服务效率整体偏低且差异明显.结合定性分析,剖析了高校的创业教育服务质量存在问题与原因,并提出了提升高校创业教育服务效率和水平的政策建议.     

工程教育认证背景下《高分子材料成型加工》教学模式探讨

随着高等工程教育改革和社会发展,工程教育认证已经在我国高等工程专业实施。工程教育认证是高等教育工程观的重要转变,主要倡导学生中心、产出导向、持续改进三个基本理念。本文介绍了常州大学高分子材料与工程专业的专业核心课程高分子材料成型加工的建设与教学改革做法,以学生为中心,以毕业要求达成为目标,从教学目的、教学内容、教学方法和手段、持续改进等方面深程度对课程进行改革与实践,积极探索以学生为主体的教学新模式。     

Developing and applying quantitative skills maps for STEM curricula,with a focus on different modes of learning

Mapping quantitative skills across the science, technology, engineering and mathematics (STEM) curricula will help educators identify gaps and duplication in the teaching, practice and assessment of the necessary skills. This paper describes the development and implementation of quantitative skills mapping tools for courses in STEM at a regional university that offers both on-campus and distance modes of study. Key elements of the mapping project included the identification of key graduate quantitative skills, the development of curriculum mapping tools to record in which unit(s) and at what level of attainment each quantitative skill is taught, practised and assessed, and identification of differences in the way quantitative skills are developed for on-campus and distance students. Particular attention is given to the differences that are associated with intensive schools, which consist of concentrated periods of face-to-face learning over a three-four day period, and are available to distance education students enrolled in STEM units. The detailed quantitative skills mapping process has had an impact on the review of first-year mathematics units, resulted in crucial changes to the curriculum in a number of courses, and contributed to a more integrated approach, and a collective responsibility, to the development of students' quantitative skills for both face-to-face and online modes of learning.